Development of a Content Analysis Framework in Online Group-Based Learning

Hye-Jung Lee; 김인수

Journal of Lifelong Learning Society

Abbr : JLLS
2011, 7(3), pp.109-127
Publisher : Institute of Distance Education
Research Area : Education

Hye-Jung Lee ¹, 김인수 ²

¹서울대학교
²한국체육대학교

ABSTRACT

Content analysis of online group-based learning activities is widely applied to understand classroom dynamics such as distributed cognitions and cognitive and psychological processes that learners experience. Educational researchers reveal an increasing number of research projects that employ content analysis methodology. Despite the increasing number of studies on content analysis, analysis frameworks based on empirical practice have been established by relatively few studies. Additionally, some messages are ambiguous to categorize in the present framework; at times, the category for messages cannot be identified or the messages overlap into different categories. This is because most frameworks based on conceptual theories are employed to classify messages in a group-based learning activity via the online bulletin board. Therefore, this paper aims to develop a framework derived inductively from the empirical practice for content analysis in order to understand and interpret the learners' interactive messages. Data were 773 messages posted on an asynchronous online bulletin board and were collected from 32 undergraduate students in an educational method and educational technology course at S University. As a result, this study developed three categories of cognition, relationship, and operation frameworks to elaborate seven further categories, namely, intelligent, informative, social, diplomatic, managerial, procedural, and technical. Findings are expected to provide a practical framework, which is derived from a learner’s activity rather than literature review, for analyzing interactions in a project-based online learning activity.
KEYWORDS

Message analysis, Contents analysis, Online group-based learning
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