Towards understanding critical thinking processes in a semi-structured approach to computer-mediated communication
PROCEEDINGS
Peter Oriogun, London Metropolitan University, Dept of Computing, Mathematics and Communications Technology, Learning Technology Research Institute, United Kingdom ; Andrew Ravenscroft, John Cook, London Metropolitan University, Learning Technology Research Institute, United Kingdom
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
In this article, the authors will advance an argument in support of understanding critical thinking processes in a semi-structured approach to computer-mediated communication, using the practical inquiry model as framework for analysing computer mediated communication (CMC) transcripts at message-level. The authors addressed the principal findings and suggestions by an established CMC researcher, for further research focus on triggers and CMC postings classified as other in the Practical Inquiry (PI) model by mapping an existing semi- structured approach to CMC transcripts to the PI model as a framework at message level. It is argued that through the theorising and empirical work described in this article, the author has empirically tested some of the limitations of the PI model, and would suggest using a semi-structured approach to CMC transcript in order to obtain reasonable and acceptable results under the PI model, thus avoiding inter-rater reliability measure of CMC transcripts.
Citation
Oriogun, P., Ravenscroft, A. & Cook, J. (2006). Towards understanding critical thinking processes in a semi-structured approach to computer-mediated communication. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2390-2397). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/23343/.
© 2006 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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Uses of published research: An exploratory case study
Patrick Fahy, Athabasca University - Canada's Open University, Canada
The International Review of Research in Open and Distributed Learning Vol. 14, No. 1 (Feb 14, 2013) pp. 145–166
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Using Code-Recode to Measure Students Critical Thinking Online within Asynchronous Small Group Collaborative Learning Environment
Peter Oriogun, London Metropolitan University, United Kingdom; Diana Cave, Accenture, Consulting - Systems Integration & Technology, User Experience, United Kingdom
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 1105–1111
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