Transcript Analysis of Computer-Mediated Conferences as a Tool for Testing Constructivist and Social-Constructivist Learning Theories.

Abstract

This paper reviews the authors' attempts to find appropriate interaction analysis/content analysis techniques to assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. This study was undertaken in order to find appropriate interaction analysis techniques to address the following two evaluation research questions: whether analysis of the computer conference transcript yields evidence that knowledge was constructed within the group by means of the exchanges among participants; and whether individual participants change their understanding or create new personal constructions of knowledge as a result of interactions within the group. The new interaction analysis model was developed using a grounded theory building approach which involved analysis of the interactions that occurred in a global online debate conducted through computer conferencing. The following five phases and related operations of the interaction analysis model are outlined: (1) sharing/comparing of information; (2) discovery and exploration of dissonance or inconsistency among ideas, concepts, or statements; (3) negotiation of meaning/co-construction of knowledge; (4) testing and modification of proposed synthesis or co-construction; (5) and agreement statement(s)/applications of newly-constructed meaning. (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Transcript Analysis of Computer-Mediated Conferences as a Tool for Testing Constructivist and Social-Constructivist Learning Theories U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. '1 0 Minor changes have been made to improve reproduction quality. 0.0 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Charlotte N. Gunawardena, Ph.D. Associate Professor The University of New Mexico Constance A. Lowe, M.A. Teaching Associate The University of New Mexico Terry Anderson, Ph.D. Professor and Director, Academic Technologies for Learning, Faculty of Extension University of Alberta PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY