Extended Discussions Coding
To develop a coding scheme that was both descriptively accurate and theoretically driven for learning about writing and learning while writing, I followed a path parallel to coding development for the introductory posts, adapting my work from established processes for discourse and conversation analysis (Gee; Barton; Bazerman; Bazerman and Prior; Herring; Mazur; Gunawardena et al.; Haas et herunterladen. Al; Thurlow; Androutsopoulos) but also exploring fruitful ways in which networked learning and rhetorical moves have been operationalized in the learning sciences, computer-supported collaborative learning, educational technology, and writing studies online naaicartridges.
My work to account for all of those things is informed by widely-accepted understandings of argumentation and academic “moves” common in the writing of students and professional writers in academic contexts (Harris; Williams and Colomb) and by explorations of knowledge building in networked learning (Scardamalia and Bereiter; Gunawardena et al.; Xin and Feenberg), resulting in a coding scheme that draws from, in particular, Grabill et al.’s Science Buzz coding process, Harris’ description of academic writing “moves” in Rewriting, Scardamalia and Bereiter’s description of “knowledge -building discourse” (102), Gunawardena et al.’s interaction analysis for social construction of knowledge (414), and Xin and Feenberg’s “engaged collaborative discourse” and their attention to explicit “foreground” and implicit “background” learning processes that occur simultaneously in online educational forums whatsapp web video herunterladen. By setting up an analytic coding scheme that allows for overlapping codes and segments, I am also responsive to the challenge posed by Mazur regarding the need to include context, response and reaction, and social relationships in the analyses of asynchronous computer-mediated communication:
I challenge researchers interested in on-line learning and the social dimensions of knowledge, cognition, and instruction to take on the task of in-depth examinations of the content, structures, processes, and meaning of on-line conversation and talk-in-interaction, arduous and time-consuming though it might be herunterladen. Such investigations can only enhance our understanding of how best to use and design educational experiences for this seemingly ubiquitous communication context mehrere bilder downloaden chrome. (1094)
To that end, I developed an coding scheme for the analysis of 54 of the most extended student-generated discussion threads over the 5 years of the project, defining extended as those conversations with the most responses occurring over the longest periods of time (2-10 weeks) in each project year windows media player.
