Annotated Bibliography s4

Paul Wilmarth Edrem 7712 Fall 2010

Annotated Bibliography

Campos, M. N., Laferriere, T., & Lapointe, J. M. (January 01, 2005). Analysing Arguments in Networked Conversations: The Context of Student Teachers. Canadian Journal of Higher Education, 35, 4, 55-84.

This paper is an attempt to understand how collaborative learning and knowledge building occurs in an online environment for student teachers. It derives from the model of meaning implication developed by Piaget and the model of schematization proposed by Grize. It is also supported by the theoretical work of Vygotsky who postulates the notion or ‘zone of proximal development’ where learning is seen as a collaborative and constructive process. Discourse analysis was employed to examine transcript data from two asynchronous conversations and no attempt was made to compare the two groups. Two main components were examined: Logical operations and the functions of arguments. Also, and meanings and implications of the transcribed materials were examined. The theme of motivation and student engagement was also studied. Results suggest that in study two, conceptual change resulted from examining user text threads, and their relationships to each other, using a meaning implication transitivity model. That is, subjects build on explicit and implicit meaning of others to modify their own conceptual models. In study one, no conceptual change took place. Key word: online learning, distance education, collaboration, discourse analysis

Curtis, R. (January 01, 2003). Analyzing students’ conversations in chat room discussion groups. Technology and Teacher Education Annual, 1, 309-313. This study is an attempt to examine the synchronous web-based interactions of students in an intact college-level education research course using content analysis. Student transcripts of text- chat materials were collected and sent to the instructor for analysis. Analytical frame for this study is a symbolic interactionist perspective, where it is assumed that individuals negotiate and construct their own meaning. Two distinct kinds of content were identified: manifest and latent; questions were developed to identify each kind of content: manifest question were used for initial coding and to identify the surface structure of the text chats; latent content questions helped identify major themes and overall structure. Coding process is described as ‘open’ and followed Straus (1987) and Tesch (1990) inductive method of gleaning general themes and categories from smaller bits of data. Author shows positive evidence for three questions relating to authentic social interactions; ownership of knowledge; and student/content engagement (data coding key is provided). Key words: web-based interaction, content analysis, online collaboration, online learning, constructivist learning

Dahlgren, M., Larsson, S., & Walters, S. (January 01, 2006). Making the Invisible Visible. On Participation and Communication in a Global, Web-based Master's Programme. Higher Education, 52, 1, 69-93. This study is an attempt to discover issues that impact student participation/discussion in an intercontinental (four universities from four countries) online Master’s level course in adult learning. English was the required language. Research questions attempt to identify text, and, discursive discourses, and also, how these discourses relate to each other. Data consists of discussion forums generated by students. Discourse analysis is the conceptual framework for this study. Gee’s and Fairclough’s discourse analysis methods are employed; a central concept being that language has meaning only in and through its practice. Findings suggest that in all forums studied a majority of postings were contributed by only a few students—these students were the same in all forums. Also, in terms of discursive practice (the actual text and associated meaning) communication takes place not only on the actual literal level of explicit meaning and the volume of text produced; meaning is also produced (in the minds of discussion participants) based on perceived cultural models, assumed identities and ‘fantasies and beliefs’ about others in the class. That is, because online text is ‘mono-semiotic’ and provides no context for interpretation (except the discursive exchanges). Key words: online education, distance education, global communication, discourse analysis, online discussion

Fernsten, L. A. (September 01, 2008). Writer Identity and ESL Learners. Journal of Adolescent & Adult Literacy, 52, 1, 44-52. The purpose of this article is to present a case study of one subject (Mandy)as an ESL student. This research is felt to be important because ESL students are often judged to be inferior writers by teachers who are unaware of how to accurately judge their reading writing and related cognitive capacities. The method used for this study because it utilizes ethnographic analysis of the subjects classroom environment and CDA of her written and spoken materials: the object was to develop an appreciation of Mandy’s identity as a writer. The object of this research method is to situate ESL as a secondary discourse (within a world of secondary discourses and use Gee’s method of analysis to identify how Mandy successfully (or unsuccessfully) constructs and navigates her social identity. Through a series of three Microanalyses: response to identity prompt; journal responses; a student conference, Mandy learns that her Korean/Western identity is not static but that it fluctuates and is contained within separate discourses. She uses these (competing) discourses to represent her social identity and they often compete and cause confusion in her language. Implication for teachers is that knowledge and awareness of these multiple discourses helps them construct exercises that build on student strengths (that may reveal themselves via secondary discourses) and help them gain much needed social and personal confidence. Key words: ESL, writer identity, ethnography, critical discourse analysis.

Fulford, C. P., & Sakaguchi, G. (January 01, 2001). Developing a Taxonomy of Interaction Strategies for Two-Way Interactive Distance Education Television. International Journal of Instructional Media, 28, 4, 375. This article looks at the various communication interactions within a TV classroom and examines instructor verbal behavior; taxonomies of interaction types are also introduced. Five methods of studying verbal utterances are identified: by participants, by form, by content by references to participants and by the function of the utterance. Course content was recorded and then the ethnographic model is used to capture instructors verbal behavior (procedure 1) and categorize utterances according to interaction type, instructional design experts evaluated then these choices (procedure 2). Using discourse analysis, categories of verbal utterances are then operationalized and matched with a defined strategy (function of remark) an operational definition of the student-teacher strategy employed, and then examples of each are provided. Key words: distance education, interaction. Two-way television, discourse analysis

Han, S. Y., & Hill, J. R. (January 01, 2007). Collaborate to Learn, Learn to Collaborate: Examining the Roles of Context, Community, and Cognition in Asynchronous Discussion. Journal of Educational Computing Research, 36, 1, 89. This article looks at how and asynchronous discussion component facilitates learning and collaboration among an intact class of masters-level students. Discourse analysis was used to identify three broad categories of collaboration (context, community and cognition) and associated themes. Indicators that helped identify and categorize these collaborative efforts were also identified. The data supported the notion that web based learning environments can effectively support students as they navigate through their course requirements. Implications for practice suggested are that student input and collaboration can facilitate learning as it spreads required (teacher) input among the group and assigns to students a more active educational role. Key words: web-based learning, discourse analysis, distance learning

Hannon, J., & Bretag, T. (January 01, 2010). Negotiating Contested Discourses of Learning Technologies in Higher Education. Educational Technology & Society, 13, 1, 106-120. This paper is an attempt to define the ways in which learning technologies shape and frame teaching practices use in a group of five Australian technology networked universities. Methods used were autoethnography (journals) and interpretive repertoires, or discourse analysis. Also noted is use of a researcher-practitioner tradition in which personal inquiry is combined with critical reflection to produce a valid way of knowing. There were two data sources identified for this study: public documents on teaching and learning policy, and interview transcripts from two instructors. The overall purpose was not to generate ‘theory’, but rather to compare official policy with the actual practice and experiences of instructors. Three distinct technology discourses were identified technology as a bridge to global experience; technology used as a means of delivering content, and technology used as a means of building educational communities within courses. Discourse analysis was used to analyze how speakers represented themselves and displayed the use of cognitive processes. Four categories were identified: academics, institutional context, online technologies and student concerns. Key words: learning technologies. Higher education, autoethnography, higher education policy, discourse analysis

Hara, N., Bonk, C. J., & Angeli, C. (January 01, 2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 2.) This article examines the quality of student online discussion materials using Henri’s model for content analysis. Students participate in online discussion to supplement face-to-face instruction. Metacognitive skills utilized by participants were identified and quantified: evaluation, planning, regulation and self-questioning, self awareness and reflection on experience. Findings reveal that, even though students for the most part only posted what was minimally required of them, the posted materials contained evidence of significant application of identified matacognitive skills. This is consistent with other research that suggests online discussion forums can greatly supplement in-class experience and aid in the acquisition of additional knowledge. Key words: online learning, technology, social interaction, content analysis Hawkes, M., & Romiszowski, A. (January 01, 2001). Examining the Reflective Outcomes of Asynchronous Computer-Mediated Communication on Inservice Teacher Development. Journal of Technology and Teacher Education, 9, 2, 285-308.

This study examines the effectiveness of teacher-to-teacher interaction among 28 practicing Chicago school teachers and compares two interaction venues: face-to-face interaction and computer mediated interactions. Dialogue between teachers is considered an important method for the effective development of education policy. Data collection involved recorded transcripts of six teacher meetings over a four month period, and, online discussion material posted by the same teachers during the same time frame. All computer-mediated and face-to-face content was scored according to a seven-level reflection rubric that measures and assess reflective thinking. Level one indicating little or no reflection, and level seven indicating high levels of reflection by the speaker/writer. Comparisons were made of all face-to-face and computer mediated discourse using the chi-square test of association between the variables. Independent rater assessments showed that, overall, the reflection levels were higher for the computer mediated communications, but, at the same time the CMC proved to be much less interactive than face-to- face reflection. Teacher results indicate that subjects appreciate the convenience and access of technology, but many continue to regard face-to-face communications as more effective. Key words: online education, computer mediated instruction, teacher training, discourse analysis

Lapadat, J. (January 01, 2007). Discourse Devices Used to Establish Community, Increase Coherence, and Negotiate Agreement in an Online University Course. Journal of Distance Education = Revue De L'enseignement À Distance, 21, 3, 59. This article is a study of the online interactions among a class of graduate education students. It uses discourse analysis to identify the devices and strategies used by six students to interact and to negotiate meaning. The 13 week course was totally online and all interactions were asynchronous. The forum discussion constituted the entire data. Two categories of devices were identified: devices for establishing and maintaining community, and devices for establishing and maintaining a sense of ‘community’ with the group. Coding and analysis was facilitated by NVivo. Thirteen devices were identified that facilitated community cohesion and a sense of social presence (examples: greetings, social remarks and disclosure). Three devices were identified that promote coherence and support discussion clarity and fluency (examples: use of self reference and answering questions). The data illuminates how participants negotiated meaning, settled differences and maintained a sense of community. Author suggests that analysis favors a constructivist approach to course activities and interactions where discussion, consensus and shared information have priority over a traditional ‘information transition’ mode of course design. Key words: online learning, distance education, constructivist learning, asynchronous interaction

Liu, Y. C., & Burn, J. M. (January 01, 2007). Improving the Performance of Online Learning Teams--A Discourse Analysis. Journal of Information Systems Education, 18, 3, 369- 379. This paper compares the processes of two kinds of teams, face-to-face teams and online learning teams. Analysis of teams was done in consecutive semesters; for the face-to-face study 45 teams with four members each were randomly assigned to work on case studies. A sub-set of these groups were chosen and their discourse was recorded and transcribed. For the online study 55 teams were created with each team containing four members. Students in this group were only allowed to communicate using the course discussion boards. Coding of data utilized the TEMPO coding system (a time-based system for analysis of group interaction process) and included just two categories: productive function and non-productive function, sub categories for each were also identified. Results suggest that face-to-face teams outperformed their online counterparts; authors suggest ways to improve online processes based on findings. Key words: online learning, discourse analysis, online discussion, distance learning, discourse analysis

Paulus, T. M. (January 01, 2005). Collaborative and Cooperative Approaches to Online Group Work: The impact of task type. Distance Education, 26, 1, 111-126. This article examines what groups of online students actually talk about as they work together on particular types of tasks: either synthesis or application tasks. As students went about completing their tasks, their activities were identified as being either collaborative or cooperative in nature. Sixteen of 21 students participated in ten small groups; groups were allowed to use any online communication tool available at their school: email, asynchronous discussion of chat. A CMDA approach was utilized to answer the research question; messages were ‘unitized’ into functional moves—similar to the speech acts, or segments, as defined by Henri and Rigault. Coded moves (or units were identified as having a single function, with each function unit being identified as conceptual and having a collaborative function, or, non-conceptual in nature and having a cooperative function. There were 2,552 functional moves identified and 61 percent were coded as non-conceptual, or cooperative. The remaining 39 percent were coded as conceptual, or collaborative. The author provides suggestions for structuring online groups and for areas of future research. Key words: online learning, collaborative learning, distance learning, computer mediated discourse analysis

Rocha-Schmid, E. (May 01, 2010). Participatory Pedagogy for Empowerment: A Critical Discourse Analysis of Teacher-Parents' Interactions in a Family Literacy Course in London. International Journal of Lifelong Education, 29, 3, 343-358. This paper utilizes Paulo Freire’s critical approach to adult education as participatory and emancipatory in its function and essence. The nine subjects were all female, met in a face-to-face classroom and were involved in a family literacy program that lasted for three months. The overall goal of the program was to develop the English competency of these women, all of whom were from non-English speaking countries, and help them understand what went on in their children’s school lives. Data for this study consists of the transcribed recordings of two class sessions. Fairclough’s model of critical discourse analysis is used to discover how these women represented themselves through discourse. Transcripts from recorded sessions utilized Faircloughs’s method. A total of 12 excerpts are used as examples and the following four areas are identified through examination of the discourse: correcting and praising; prompting others; interruptions in the conversations and vocal intonations. The author concludes that unequal power relations were identified, as those identified by Freire, during the analysis, and she laments that none of the ‘discourse practices’ that she employed to assuage these inequalities were effective. Credit is given, however, to the fact that these issues were identified so that more effective discourse interventions could be developed in subsequent courses. Key words: critical discourse analysis, critical pedagogy, ESL, language and power, Freire

Wang, A. Y., Newlin, M. H., & Tucker, T. L. (January 01, 2001). A Discourse Analysis of Online Classroom Chats: Predictors of Cyber-Student Performance. Teaching of Psychology, 28, 3, 222-226. This article is an examination of22 students, 19 women and three men, who met in an online 16 week statistics class. Students did have a choice in taking part in the face-to-face, or, online section of the course—in order to complete course requirements students were required to attend weekly chat sessions each lasting 90 minutes. Internet servers maintained a record of all online chat activity; these data were analyzed using discourse analysis methods and n9ne categories were identified under the more broad headings of ‘remarks concerning lecture problems, homework related remarks, remarks concerning course administration and social remarks— examples of each are provided. Remarks were coded and interrater reliability was established. Student responses to course problems or examples was the most common area of response (30%) and there was a high degree of variance among student offerings. Final analysis reveals that when all student comments were analyzed, three categories correlated strongly with the final class grade: total student comments, the frequency of a student response to a teacher prompt and the number of times a student was the first to respond to a question. Not surprisingly, the students that were engaged and connected did the best, while those who were slow to respond or did so with less frequency did not do as well. Key words: discourse analysis, online discussion, distance learning, online collaboration, online chats

Yang, M. (July 01, 2008). Rethinking lifelong learning through online distance learning in Chinese educational policies, practices and research. British Journal of Educational Technology, 39, 4, 583-597. This article is a study of the cultural perceptions of those involved in the growing number of distance learning courses available in China and how this cultural and technological shift is being leading to the ‘life long-learner phenomenon and how that is evaluated within the Chinese culture. Associated questions deal with cultural assumptions about what it means to be a lifelong learner in China; what are the practical, theoretical, technical and political considerations/consequences of being a lifelong learner, and what are the trends, as technology becomes more pervasive and the appetite for adult education programs continues to grow. Data used for this analysis was ‘second-hand text data supplied by official government sources; methods used for analysis were phenomenological analysis, deconstructive discourse analysis and subjective criticism. Analysis of government sources reveals that there is a push to modernize educational technology infrastructure so that cultural horizons may be ‘broadened’ and for China to interact more harmoniously with global neighbors. Analysis also reveals a continuing push to make K-12 education universal. Factors that mitigate against China’s education push are inadequate investment, lack of coherent priorities, infrastructure problems and a lack of uniform education policy regulations. Key Words: online learning, China, adult education, distance education, deconstructive discourse analysis