کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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365958 | 621250 | 2007 | 12 صفحه PDF | دانلود رایگان |
This study focuses on the process, output, and interpretation of multilevel analyses on quantitative content analysis data derived from asynchronous discussion group transcripts. The impact of role assignments on the level of knowledge construction reflected in students' contributions and the relation between message characteristics and these levels of knowledge construction is studied. Results show that summarisers' contributions and contributions focussing on theory, content moderating, or summaries result in significantly higher levels of knowledge construction. Multilevel modelling handles the hierarchical nesting, interdependency, and unit of analysis problem and is presented as a suitable technique for studying content analysis data from CSCL-environments.
Journal: Learning and Instruction - Volume 17, Issue 4, August 2007, Pages 436–447