Analysis of Blended Learning Interactions
Author(s):
Pablo Maraver Lopez (presenting / submitting) Sara Conde Vélez Carmen Azaustre Lorenzo
Conference:
ECER 2014
Network:
16. ICT in Education and Training
Format:
Paper

Session Information

16 SES 11, ICT and Learning Communities

Paper Session

Time:
2014-09-04
17:15-18:45
Room:
B011 Anfiteatro
Chair:
Philippe Gabriel

Contribution

This paper presents a blended learning experience which combines face to face classes with virtual sessions. As far as we know, interactive relationships in elearning can influence the process and quality of knowledge building. We also agree with the belief that a combination of structural and content analysis of online discussions transcripts offers a richer understanding of social and cognitive aspects of learning occurred in online discussions (Zhu, 2006). The aim of this study is to empirically investigate the relationships between network structures and social knowledge building in an asynchronous writing environment through discussion forums in a learning management system (LMS). The quality of the knowledge construction process is evaluated through content analysis, and the network structures are analyzed using a social network analysis of the response relations among participants during online discussions. After studying several tools and models, we based on Garrison, Anderson, and Archer (2001) who developed a comprehensive framework as an online learning research tool. This is a tool for analyzing the content of discussion forum transcripts. The framework consisted of three elements: social, cognitive, and teaching presence, as well as categories and indicators to define each presence and to guide the coding of transcripts. Social presence is described as the ability to project one’s self and establish personal and purposeful relationships. The three main aspects of social presence are effective communication, open communication and group cohesion. Cognitive presence is defined as the exploration, construction, resolution and confirmation of understanding through collaboration and reflection in a community of inquiry. Teaching presence has three categories design, facilitation and direct instruction (Garrison, 2007). This model has a solid theoretical framework and good results for reliability and validity. “In general, the aim of content analysis is to reveal information that is not situated at the surface of the transcripts. In-depth understanding of the online discussions is needed to be able to provide convincing evidence about the learning and the knowledge construction that is taking place” (De Wever, Schellens, Valcke, & Van Keer, 2006).

This research analyzes the interactions that occur in a blended learning experience in higher education. Thus, we analyzed how 6 groups developed collaborative learning social networks when participants worked together on 4 activities. We want to examine types of interaction during the online discussion: What types of interaction occurred in asynchronous online discussions?

Study objectives are to discover the structural characteristics as a whole in each of the social networks created so we perform a social network analysis (SNA) and to describe the relationships of interactions with regard to social, cognitive and teaching presence by a content analysis (CA).

Method

Participants The study participants were 21 students from different degrees of the University of Huelva. All students were offered a technology orientation session the first day of class. After that, they were randomly assigned to small groups of three-four components so they were organized into 6 online working groups. Description of the method In this study, we combined methods of Social Network Analysis (SNA) and Content analysis (CA) to analyze four activities of an online course in Moodle. This research main´s instrument is the LMS (Moodle) where we carried out the online course. On the one hand, we used the instrument proposed by Garrison et al. (2001), in order to analyze the records of interventions in the forums created by each group on the LMS. At this point, the dimensions considered for the analysis were: social presence that consists of three main categories: affective responses, interactive responses, and cohesive responses; cognitive presence which comprises four phases: an initiation phase, considered a triggering event, an exploration phase, characterized by brainstorming, questioning, and exchange of information, an integration phase, typified by constructing meaning, and a resolution phase, described by the resolution of the problem created by the triggering event; and teaching presence which includes design and organization, facilitating discourse and direct instruction. In the codification process, we invited various researchers to analyze the same forum applying codes with regard to definitions of categories and subcategories. We then contrasted these codifications to get unanimous criteria when applying the codes to the discourse. On the other hand, SNA analyzes the interactive relationships among participants by using algebra matrix and graph theory tools to describe the patterns of interactions and characteristics of networks with network measures. Finally, we combined both analysis techniques for a more complete understanding of knowledge construction in asynchronic communication context.

Expected Outcomes

Results are organized according to the objectives proposed in this paper. Firstly, SNA was used to discover the structural characteristics as a whole in each of the social networks created. We found that most centralization indices (outdegree) are very high indicating that 73% of messages that come to the forum refer to all members of the group (Example: “we have to discuss together the information given”). In this sense, high levels reaching centralization must be understood in the context of social networks, in which messages sent to all members of the group are the most frequent. On the other hand, indegree centralization indeces are low, indicating that team members have received a similar number of messages. We found similar results in the research of Tirado, Hernando & Aguaded (2012) where they find an inverse relationship between the indegree centralization index and the outdegree centralization index. Secondly, content analysis determines the social, cognitive and teaching presence in the processes of knowledge construction. More than half of the interactions (54%-74%) are included on social presence (Example: “I´m glad that we are working together”). By contrast, cognitive presence ranged 22%-43% of the messages (Example: “here you are my definition”. Finally, teaching presence ranged 2%-11% of the messages (Example: “remember you have to join your ideas”). Results shows the potential of combining different methods for a better understanding of online knowledge construction. According to Schalk & Marcelo (2010) we conclude that there exists the need to analyzing, that goes beyond the written discourse in asynchronous communication to establish relations with both cognitive and social learning of students. Finally, the experience has been valued as excellent and recommended by all the students. One of the most generalized comments was the desire to repeat learning activities like this, combining face to face lessons with online activities.

References

De Wever, B., Schellens, T., Valcke, M. & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups; A review. Computers & Education, 46, 6-28. Garrison, D. (2007). Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues. Journal of Asynchronous Learning Networks, 11 (1), 61-72. Garrison, D.R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. Schalk A. E., Marcelo C. (2010). Análisis del discurso asíncrono en la calidad de los aprendizajes esperados. Comunicar, 35(18), 131-139. Tirado, R., Hernando, A. & Aguaded, I. (2012). The effect of centralization and cohesion on the social construction of knowledge in discussion forums. Interactive Learning Environments, 1-24. Wang, Y., & Li, X. (2007). Social network analysis of interaction in online learning communities. In Seventh IEEE International Conference on Advanced Learning Technologies (pp. 699–700). ICALT. Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34, 451–480.

Author Information

Pablo Maraver Lopez (presenting / submitting)
Universidad de Huelva
Departamento de Educación
Bollullos del Condado
Sara Conde Vélez
UNIVERSIDAD DEHUELVA
EDUCACIÓN
HUELVA
Carmen Azaustre Lorenzo
UNIVERSIDAD DE HUELVA
Educación
Ayamonte

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