Content analysis of online discussion in an applied educational psychology course

By Noriko Hara, Curtis J. Bonk, Charoula Angeli. 2000

1,036 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b55e0804f1cddca2e02734c4679067c1afddfaef

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Learning within incoherent structures: the space of online discussion forums (2002, methodology): “Recently, Hara et al. (2000) have discussed one method to enhance the structure of online discussion called the ‘starter-wrapper’ technique.”
Interaction and cognitive engagement: An analysis of four asynchronous online discussions (2006, methodology): “Furthermore, researchers (Garrison et al., 2001; Hara et al., 2000; Henri, 1992; Zhu, 1998), using different models and techniques, analyzed social, cognitive and meta-cognitive aspects of learning in CMC.”
Designing for interaction: Six steps to designing computer-supported group-based learning (2004, background): “Designing for interaction in advance, however, requires a clear conceptualisation of the expected interaction.”
Patterns of participation and discourse in elementary students’ computer-supported collaborative learning (2003, background): “Several researchers (Bonk, Malikowski, Angeli & East, 1998; Guzdial & Turns, 2000; Hara et al., 2000; Lipponen, 2000) have reported that discussion in their CSCL environments tend to be focused on class learning topics.”
Web-based peer assessment: feedback for students with various thinking-styles (2001, methodology): “This deserves a closer examination with qualitative methods, such as content analysis for computer mediated communication (Henri, 1992; Hara et al., 2000 ).”
Analyzing student interactions and meaning construction in computer bulletin board discussions (2004, result): “This pattern contrasts with that found by Hara et al. (2000), who in their study assigned a student to begin each discussion with a posting that addressed key points and questions in class readings.”
STUDENT DISTRESS IN A WEB-BASED DISTANCE EDUCATION COURSE (2000, background): “Other research also indicates that it can be very demanding for students and instructors to read all their messages when they are sent asynchronously at different times (Hara et al .”
Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for Social Network Analysis (2007, methodology): “Hara et al. (2000) established that group interaction patterns change over time and that pre-assigned student roles (a starter and a wrapper role were distributed over the group) have an impact on the interaction patterns at various stages in the collaborative project.”
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review (2006, methodology): “The instrument was for example used in a study of Hara, Bonk, and Angeli (2000), involving 20 master and doctoral students in a 12 weeks course.”
Meaningful interaction in web-based learning: A social constructivist interpretation (2007, methodology): “Using a transformed Henri method Instructional Science Fathy, Crawford, and Ally (2001) To understand patterns of computermediated interaction Sentence Developing a tool named TAT (Transcripts Analysis Tool) International Review of Research in Open and Distance Learning Garrison, Anderson, and Arche”
Talk the talk: Learner-generated podcasts as catalysts for knowledge creation (2008, background): “Hara, Bonk and Angeli (2000) endorse this dual approach, noting its capacity to ‘capture the richness of student interaction’ (p. 119).”
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, background): “Hew and Cheung (2003) synthesized the studies of Henri (1992), Newman, Johnson, Webb, and Cochrane (1997), Swartz and Parks (1994), and Hara, Bonk, and Angeli (2000), and proposed the evaluation framework for quality of thinking .”