Skip to main content
SpringerLink
Log in

Content analysis of online discussion on a senior-high-school discussion forum of a virtual physics laboratory

  • Published:
Instructional Science Aims and scope Submit manuscript

Abstract

In this study we content analyzed the online discussion of several senior-high-school groups on a forum of a virtual physics laboratory in Taiwan. The goal of our research was to investigate the nature of non-course-based online discussion and to find out some useful guidelines in developing such discussion forums for learning purposes. We adapted Henri’s framework and models (1992) for our analysis. The content analysis was conducted in terms of participation rate, social cues, interaction types, and cognitive and metacognitive skills. In this study, we compared the result patterns of two discussion conditions (‘required’ (R-) condition versus ‘non-required’ (NR-) condition) of a non-course-based discussion forum and investigated how the quality of message content changed in the processes of discussion. In the R-condition, participants were required to reply to the thread before they were allowed to read other messages on the forum, whereas participants in the NR-condition were not restricted to this demand. The results showed that for both conditions, the most frequently involved interaction type was ‘direct response’, and the most frequently used cognitive skill was ‘elementary clarification’. Fewer participants of the R-condition strayed from the subject under discussion in comparison to the NR-condition. However, larger percentage of message content containing metacognitive components was found in the NR-condition. When taking the sequences of postings into account, we found that for the R-condition, the percentage of metacognitive component in the message content tended to increase in the up-third postings, whereas for the up-third postings of the NR-condition the percentage of non-cognitive components substantially increased. Overall, the results of our study indicated that the way in which participants used cognitive and metacognitive skills during the discussions was related to the discussion conditions. The initial requirement of reply fostered the use of cognitive skills, but it did not necessarily induce the use of high-level cognitive or metacognitive skills. We concluded that beside the discussion conditions the moderators’ guidance would be influential in determining the quality of online discussion on a non-course-based discussion forum.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Angeli, C., Bonk, J.C. & Hara, N. (1998). Content analysis of online discussion in an Applied Educational Psychology Course. CRLT Technical Report, No. 2-98

  • B.P. Beaudin (1999) ArticleTitleKeeping online asynchronous discussions on topic Journal of Asynchronous Learning Networks 3 IssueID2 41–53

    Google Scholar 

  • V. Benigno G. Trentin (2000) ArticleTitleThe evaluation of online courses Journal of Computer Assisted Learning 16 259–270 Occurrence Handle10.1046/j.1365-2729.2000.00137.x

    Article  Google Scholar 

  • Berge, Z.L. (1995). The role of the online instructor/facilitator. Retrieved August 04, 2005 from http://www.emoderators.com/papers/mason.html

  • Z.L. Berge M. Collins (1995) ArticleTitleComputer-mediated scholarly discussion groups Computers and Education 24 IssueID3 183–189 Occurrence Handle10.1016/0360-1315(95)00010-J

    Article  Google Scholar 

  • Biggs, J. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research

  • J. Biggs K. Collins (1982) Evaluating the quality of learning: the SOLO taxonomy Academic Press New York

    Google Scholar 

  • P.C. Blumenfeld R.W. Marx E. Soloway J. Krajcik (1996) ArticleTitleLearning with peers: from small group cooperation to collaborative communities Educational Researcher 25 IssueID8 37–42 Occurrence Handle10.2307/1176492

    Article  Google Scholar 

  • S. Booth M. Hultén (2003) ArticleTitleOpening dimensions of variation: an empirical study of learning in a Web-based discussion Instructional Science 31 65–86 Occurrence Handle10.1023/A:1022552301050

    Article  Google Scholar 

  • J. Brace-Govan (2003) ArticleTitleA method to track discussion forum activity: the Moderators’ Assessment Matrix Internet and Higher Education 6 303–325 Occurrence Handle10.1016/j.iheduc.2003.08.003

    Article  Google Scholar 

  • A. Capsi P. Gorsky E. Chajut (2003) ArticleTitleThe influence of group size on nonmandatory asynchronous instructional discussion groups Internet and Higher Education 6 227–240 Occurrence Handle10.1016/S1096-7516(03)00043-5

    Article  Google Scholar 

  • C. Chin D.E. Brown (2000) ArticleTitleLearning in science: a comparison of deep and surface approaches Journal of Research in Science Teaching 37 IssueID2 109–138 Occurrence Handle10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-7

    Article  Google Scholar 

  • C. Chou C.-C. Tsai (2002) ArticleTitleDeveloping web-based curricula: issues and challenges Journal of Curriculum Studies 34 623–636 Occurrence Handle10.1080/00220270210141909

    Article  Google Scholar 

  • P. Comeaux E. McKenna-Byington (2003) ArticleTitleComputer-mediated communication in online and conventional classroom: some implications for instructional design and professional development programmes Innovations in Education and Teaching International 40 348–355 Occurrence Handle10.1080/1470329032000128387

    Article  Google Scholar 

  • C. Connor (2003) ArticleTitleVirtual learning and inter-professional education: developing computer-mediated communication for learning about collaboration Innovations in Education and Teaching International 40 IssueID4 341–347 Occurrence Handle10.1080/1470329032000128379

    Article  Google Scholar 

  • B. Daly (1993) ArticleTitleThe influence of face-to-face versus computer-mediated communication channels on collective induction Accounting, Management & Information Technologies 3 IssueID1 1–22 Occurrence Handle10.1016/0959-8022(93)90006-R

    Article  Google Scholar 

  • C. Dehler L.H. Parras-Hernandez (1998) ArticleTitleUsing computer-mediated communication (CMC) to promote experiential learning in graduate studies Educational Technology 38 IssueID3 52–55

    Google Scholar 

  • R.H. Ennis (1986) A taxonomy of critical thinking dispositions and abilities J.B. Baron R.J. Sternberg (Eds) Teaching thinking skills: Theory and practice New York W.H. Freeman

    Google Scholar 

  • D.R. Garrison (1992) ArticleTitleCritical thinking and self-directed learning in adult education: an analysis of responsibility and control issues Adult Education Quarterly 42 IssueID3 136–148

    Google Scholar 

  • N. Hara C.J. Bonk C. Angeli (2000) ArticleTitleContent analysis of online discussion in an applied educational psychology course Instructional Science 28 115–152 Occurrence Handle10.1023/A:1003764722829

    Article  Google Scholar 

  • F. Henri (1992) Computer conferencing and content analysis A.R. Kaye (Eds) Collaborative learning through computer conferencing: the Najaden papers Springer New York 115–136

    Google Scholar 

  • C. Howell-Richardson H. Mellar (1996) ArticleTitleA methodology for the analysis of patterns of participation within computer-mediated communication courses Instructional Science 24 47–69 Occurrence Handle10.1007/BF00156003

    Article  Google Scholar 

  • R. Kling C. Courtright (2003) ArticleTitleGroup behavior and learning in electronic forum: a sociotechnical approach The Information Society 19 221–235 Occurrence Handle10.1080/01972240309465

    Article  Google Scholar 

  • K.W. Lai (1997) ArticleTitleComputer-mediated communication for teenage students: a content analysis of a student messaging system Education and Information Technologies 2 31–45 Occurrence Handle10.1023/A:1018632406975

    Article  Google Scholar 

  • Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M. & Muukkonen, H. (1999). Computer-supported collaborative learning: A review of research and development. Netherlands: University of Nijmegen, Department of Education Sciences (The J.H.G.I. Giesbers Reports on Education, 10)

  • L. Lipponen M. Rahikaninen J. Lallimo K. Hakkarainen (2003) ArticleTitlePatterns of participation and discourse in elementary students’ computer-supported collaborative learning Learning and Instruction 13 487–509 Occurrence Handle10.1016/S0959-4752(02)00042-7

    Article  Google Scholar 

  • K. Littleton P. Häkkinen (1999) Learning together: understanding the processes of computer-based collaborative learning P. Dillenbourg (Eds) Collaborative learning: cognitive and computational approaches Pergamon Amsterdam 20–29

    Google Scholar 

  • J.E. McGrath A.B. Hollingshead (1993) Putting the “group” back in group support systems: some theoretical issues about dynamic processes in groups with technological enhancements L.M. Jessup J.S. Valacich (Eds) Group support systems: new perspectives Macmillan NY 78–96

    Google Scholar 

  • W. McKenzie D. Murphy (2000) ArticleTitle“I hope this goes somewhere”: evaluation of an online discussion group Australian Journal of Educational Technology 16 IssueID3 239–257

    Google Scholar 

  • F. Marton (1983) ArticleTitleBeyond individual differences Educational Psychology 3 289–303

    Google Scholar 

  • M. Marttunen L. Laurinen (2002) ArticleTitleQuality of students’ argumentation by e-mail Learning Environments Research 5 99–123 Occurrence Handle10.1023/A:1015666724692

    Article  Google Scholar 

  • Mason, R. (1991). Moderating educational computer conferencing. DEOSNEWS, 1(19), Retrieved August 04, 2005 from http://www.emoderators.com/papers/mason.html

  • R. Mason (1993) Computer conferencing Beach Holme Publishers Victoria

    Google Scholar 

  • R. Mason (1994) Using communications media in open and flexible learning Kogan Page London

    Google Scholar 

  • K.L. Orvis R.A. Wisher C.J. Bonk T.M. Olson (2002) ArticleTitleCommunication patterns during synchronous web-based military training in problem solving Computers in Human Behavior 18 783–795 Occurrence Handle10.1016/S0747-5632(02)00018-3

    Article  Google Scholar 

  • M.F. Paulsen (1995) Moderating educational computer conferences Z.L. Berge M.P. Collins (Eds) Computer-Mediated Communication and the on-line Classroom in Distance Education Hampton Press Cresskill, NJ

    Google Scholar 

  • R.M. Pilkington S.A. Walker (2003) ArticleTitleFacilitating debate in networked learning: reflecting on online synchronous discussion in higher education Instructional Science 31 41–63 Occurrence Handle10.1023/A:1022556401959

    Article  Google Scholar 

  • J. Roschelle (1992) ArticleTitleLearning by collaborating: convergent conceptual change The Journal of the Learning Sciences 2 235–276 Occurrence Handle10.1207/s15327809jls0203_1

    Article  Google Scholar 

  • J. Ross R. Schulz (1999) ArticleTitleCan computer-aided instruction accommodate all learners equally? British Journal of Educational Technology 30 IssueID1 5–24 Occurrence Handle10.1111/1467-8535.00087

    Article  Google Scholar 

  • G. Salmon (2000) e-moderating: The key to teaching and learning online Kogan Page London

    Google Scholar 

  • M. Spitzer (1986) ArticleTitleWriting style in computer conferences IEEE Transactions on Professional Communication PC 29 IssueID1 19–22

    Google Scholar 

  • A.C. Tagg J.A. Dickinson (1995) ArticleTitleTutor messaging and its effectiveness in encouraging student participation of computer conferences Journal of Distance Education 10 IssueID2 33–55

    Google Scholar 

  • M.J.W. Thomas (2002) ArticleTitleLearning within incoherent structures: the space of online discussion forums Journal of Computer Assisted Learning 18 351–366 Occurrence Handle10.1046/j.0266-4909.2002.03800.x

    Article  Google Scholar 

  • C.-C. Tsai (2001) ArticleTitleThe interpretation construction design model for teaching science and its applications to Internet-based instruction in Taiwan International Journal of Educational Development 21 401–415 Occurrence Handle10.1016/S0738-0593(00)00038-9

    Article  Google Scholar 

  • M. Warschauer (1997) ArticleTitleComputer-mediated collaborative learning: theory and practice Modern Language Journal 81 470–481

    Google Scholar 

  • E.V. Wilson (2003) ArticleTitlePerceived effectiveness of interpersonal persuasion strategies in computer-mediated communication Computers in Human Behavior 19 537–552 Occurrence Handle10.1016/S0747-5632(03)00006-2

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Applied Linguistics and Language Studies, Chung Yuan Christian University, Chungli, Taiwan

    Ying-Hua Guan

  2. Institute of Education & Center for Teacher Education, National Chiao Tung University, 1001 Ta Hsueh Road, Hsinchu, 300, Taiwan

    Chin-Chung Tsai

  3. Department of Physics, National Taiwan Normal University, Taipei, Taiwan

    Fu-Kwun Hwang

Authors
  1. Ying-Hua Guan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chin-Chung Tsai
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Fu-Kwun Hwang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chin-Chung Tsai.

Additional information

in final form: 19 August 2005

Rights and permissions

Reprints and permissions

About this article

Cite this article

Guan, YH., Tsai, CC. & Hwang, FK. Content analysis of online discussion on a senior-high-school discussion forum of a virtual physics laboratory. Instr Sci 34, 279–311 (2006). https://doi.org/10.1007/s11251-005-3345-1

Download citation

  • Received:

  • Accepted:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-005-3345-1

Keywords

Search

Navigation