A Quantitative Multimodal Discourse Analysis of Teaching and Learning in a Web-Conferencing Environment--The Efficacy of Student-Centred Learning Designs

Autor/inn/en	Bower, Matt; Hedberg, John G.
Titel	A Quantitative Multimodal Discourse Analysis of Teaching and Learning in a Web-Conferencing Environment--The Efficacy of Student-Centred Learning Designs
Quelle	In: Computers & Education, 54 (2010) 2, S.462-478 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.08.030
Schlagwörter	Discourse Analysis; Coding; Interaction; Evaluation Methods; Teaching Methods; Cooperative Learning; Educational Technology; Computer Assisted Instruction; Electronic Learning; Computer Mediated Communication; Internet; Distance Education; Online Courses; Web Based Instruction; Computer Science Education; Synchronous Communication; Computer System Design; Teleconferencing + Suchen Sie Ihr Suchwort? Diskursanalyse; Codierung; Programmierung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Web Based Training; Computer science lessons; Informatikunterricht; Telekonferenz
Abstract	This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse. The approach is used to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a web-conferencing environment. The analysis revealed the critical impact of activity design on the amount and type of discourse that transpired. Student-centred designs resulted in over six times more student discourse as compared to teacher-centred designs and created a learning environment where students took greater ownership over the tasks and contributed more to the content-based discussion. The paper also incorporates a rationale for the approach to coding and a reflection on its efficacy for discourse analysis in technology-based learning environments. (Contains 4 figures and 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10