Evaluating the use of synchronous communication in two blended courses

Cox, Glenda; Carr, Tony; Hall, Martin

doi:10.1111/j.1365-2729.2004.00084.x

Cited by 76 publications

(48 citation statements)

References 14 publications

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“…The ties are means for the exchange of information, social and emotional to interactional opportunities and constraints present in the settings. The next section presents based on Kneser et al (2001) and Cox et al (2004), explains and illustrates the integrated method of ESA and SNA in examining educational chat exchanges during online tutorial discussions.…”

Section: Analytical Framework For Educational Chat Discoursementioning

confidence: 99%

“…Several analytical frameworks have been developed recently for educational chat discourse based on the methodological tradition of discourse analysis (Berzenyi, 1999;Cox et al, 2004;Kneser et al, 2001;Pilkington & Walker, 2004). The method of DA is a procedure of textual analysis distinctive for its focus on interaction patterns of language in situated use (Taylor, 2001) and speech 1997).…”

Section: Analytical Framework For Educational Chat Discoursementioning

confidence: 99%

“…Nevertheless, there have been recent frameworks developed for analyzing educational chat discourse. This chapter describes a new methodological design which integrates discourse analysis (DA) and social network analysis (SNA) for examining educational chat interaction during collaborative analysis framework and coding scheme, based on Cox, Carr, and Hall (2004) and Kneser, Pilkington, and Treasure-Jones (2001), for examining educational chat exchanges are introduced. The addition of SNA as a method and visualization tool for the coded exchanges are explained and illustrated with examples from transcript data of 2006).…”

Section: Introductionmentioning

confidence: 99%

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Discourse and Network Analyses of Learning Conversations

Lim

Sudweeks

2008

Handbook of Research on Computer Mediated Communication

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Summary: "This book provides academics and practitioners with an authoritative collection of research on the implications and social effects computers have had on communication. With 65 chapters of innovative research compiled in this comprehensive reference source, this handbook of research is a must-have addition to every library collection"--Provided by publisher. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher. 451Chapter XXXIV Discourse and Network Analyses of Learning Conversations H. L. Lim The Petroleum Institute, UAE Fay Sudweeks Murdoch University, AustraliaCopyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. ABSTRACT

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Section: Analytical Framework For Educational Chat Discoursementioning

confidence: 99%

Section: Analytical Framework For Educational Chat Discoursementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Discourse and Network Analyses of Learning Conversations

Lim

Sudweeks

2008

Handbook of Research on Computer Mediated Communication

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“…The tools most commonly discussed were SMS and social media, featured in publications from both Asia and Africa. Research covered a wide range of technological types and complexity, including USBdelivered content (Garrote, Pettersson, & Christie, 2011) in Latin America; live chats in South Africa (Cox, Carr, & Hall, 2004);and video in Turkey (Kırkgöz, 2011).…”

Section: Position 4 53%mentioning

confidence: 99%

Thematic Patterns in International Blended Learning Literature, Research, Practices, and Terminology

Spring

Graham

2017

OLJ

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The goal of this research was to discover and compare themes of the top blended learning (BL) articles from seven different regions of the world. Top cited articles in BL from these regions show strong similarities in research processes, practice, terminology, and focus. Small differences are apparent among the regions and top articles in general, but similar patterns demonstrate that themes might promote collaboration and exchange between regions and that the most cited articles from around the world could fit well within the topical, research, and publication practices of the field. Our results suggest that although different regions must have their own nuances and needs, they have much in common, with considerable potential to learn from one another and collaborate on shared interests. Previous research has studied the trends in top-cited blended learning (BL) research overall (Halverson, Graham, Spring, & Drysdale, 2012;Halverson, Graham, Spring, Drysdale, & Henrie, 2014). That these top-cited articles were predominantly drawn from North American publications generated questions about BL research in other regions which had not garnered enough citations to qualify for the top lists. We sought to compare regions on a more even base by applying the analysis methods of our earlier research to top-cited articles each from seven regions of the world as well as top-cited research spanning multiple regions.Recently authors Spring and Graham (2016) located the 10 most-cited BL articles from each worldwide region and analyzed the citation and publication patterns around the globe, as well as citing between top articles in order to compile a broad overview of connections between research in the worldwide BL community. The current research extends the analysis using similar methods to Halverson et al. (2014) and Drysdale et al. (2013). This study examines and documents

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“…Most studies of campus-based students' communications and interactions using digital tools have tended to focus on the use of one specific tool, hosted within institutions (For example, Cox, Carr, & Hall, 2004;Timmis & O'Leary, 2004). Two previous studies, however, have looked at multiple tools, suggesting that students often preferred instant messaging to asynchronous discussion boards and email (Crook, 2002).…”

Section: Introductionmentioning

confidence: 99%

Transmission, transformation and ritual: an investigation of students’ and researchers’ digitally mediated communications and collaborative work

Timmis

Joubert

Manuel

et al. 2010

Learning, Media and Technology

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This paper explores the use of multiple digital tools for mediating communications, drawing on two recent empirical studies in which students and researchers in UK Higher Education worked on collaborative activities. How different tools were used and the quality of the communications and their contributions to collaborative working and knowledge construction are outlined. We draw Pea (1994)'s proposition that communications can be understood as transmissive, ritualized or transformative depending on their impact on other participants. Most of the students' communications were either transmissive or ritualistic, although there were also generative conversations offering mutual support. Researchers' conversations were more often transformative, using tools consistently, for specific purposes. Researchers matched the tool to the specific needs of the task, whereas the students chose tools based on friendship groups and lifestyles. Transformative communications were powerful in co-configuring new knowledge and resources and the importance of the ritual communications in maintaining the social order was also essential to communications in collaborative settings. We conclude that close attention to protocols, social norms and patterns of use in digitally mediated 'conversations' are required to develop collaborative partnerships and support transformation practices amongst higher education 'workers'.

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Evaluating the use of synchronous communication in two blended courses

Cited by 76 publications

References 14 publications

Discourse and Network Analyses of Learning Conversations

Discourse and Network Analyses of Learning Conversations

Thematic Patterns in International Blended Learning Literature, Research, Practices, and Terminology

Transmission, transformation and ritual: an investigation of students’ and researchers’ digitally mediated communications and collaborative work

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