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Cognitive Presence in Web-Based Learning: A Content Analysis of Students' Online Discussions
McKlin, Tom · Harmon, S. W. · Evans, William · Jones, M. G.

PublishedNovember 2001
ConferenceNational Convention of the Association for Educational Communications and Technology
Pages 272-277
CountryUnited States, North America

ABSTRACT
This first phase of a content analysis of online, asynchronous, educational discussions is designed to generate a method for automatically categorizing messages into cognitive categories using neural network software. This phase of research answers two questions regarding the method of automatically analyzing discussion messages: Can a neural network reliably categorize messages under optimum circumstances, and how can the method be improved to generate great reliability? To determine whether neural network software can reliably categorize messages, two trials were conducted. The first, "best fit" trial, a proof of concept trial comprised only of messages which best fit the categorization model, generated strong reliability figures, and the second, systematic sample, a sample much more indicative of the messages generated in an online educational discussion, produced formative reliability figures from which the method of analysis may be optimized. This analysis also provides a distribution based on cognitive presence categories and subcategories of one semester of graduate online educational messages.

Keywords cognitive processes · computer mediated communication · computer networks · computer software evaluation · computer uses in education · content analysis · discussion · distance education · group discussion · online systems · web based instruction · world wide web · neural network

CoI focusCognitive presence
MethodologyQuantitative
Data analysisInferential statistics
ContributionFoundational
Published atAtlanta, Georgia
LanguageEnglish
RefereedYes
URLhttps://files.eric.ed.gov/fulltext/ED470101.pdf
ExportBibTex · EndNote · Tagged XML · Google Scholar


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