Current Issue
Past Issues
Search
Subscribe
Unsubscribe
Winter 2006
Theory

This paper explores three methodological issues related to content analysis of online asynchronous discussions: unitizing, reliability, and manifest versus latent content. Unitizing involves balancing feasibility, reliability, identifiability, and discriminant capability of semantic versus syntactic units. Reliability is discussed in relation to differences between tasks, discussants, and number of coding decisions, as well as between coders. Manifest versus latent content contrasts observed versus intended behaviors in content analysis. For each of the three issues, the paper presents a brief theoretical overview. Each issue is subsequently contextualized and illustrated using empirical results. Finally, for each issue, the paper provides a discussion of lessons learned and implications. The paper concludes with suggestions for future studies.

Practice

A review of the literature supports the importance of considering strategies for establishing social presence in online classes given that social presence is linked to student satisfaction and learning. This paper describes several strategies, both low and high tech, which instructors may consider as they engage in online instruction. Examples provided will assist in establishing a repertoire of strategies and technologies to provide online instructors with multiple avenues for retaining their own teaching styles while enabling students to explore the social and engaging opportunities provided by an online community of inquiry.


Using real-world resources for teaching and learning in the classroom can make education more meaningful and relevant to our students. One way in which the school-to-world connection can be made is with one and two-way video-conferencing technology. Traditionally, video-conferencing systems have been expensive, often difficult to use, and as a result, not accessible to many teachers. To address this issue, the Desktop Videoconferencing (DVC) Project at Kent State University’s Research Center for Educational Technology (RCET) has been investigating new and unique ways of using video-conferencing for learning with mobile phones. This article starts out with an overview of what we know about cell phone use in education, provides a glimpse at other projects around the world that are pushing the envelope with regards to mobile and connected technology for teaching and learning, and ends with a description of the Video Cell Phone Project at Kent State.

Research on the effects of word processing software on the writing of elementary students has shown mixed results. While some studies have shown modest positive effects, other studies have shown that there is no clear difference in the quality of writing when using a word processor. This study examines differences in quality of writing and motivation for writing in elementary students with special needs. Students wrote under three conditions: using paper and pencil, using a word processor, and using a talking word processor. Data show that there is no clear difference in the quality of writing among the three methods. Student motivation for writing remained high throughout the 11-week study.



Copyright 2003-2006. https://www.rcet.org