A Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course

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atmire.migration.oldid563
dc.contributor.advisorJacobsen, Michele
dc.contributor.authorNorman, D'Arcy
dc.date.accessioned2013-01-09T22:30:29Z
dc.date.available2013-06-15T07:01:43Z
dc.date.issued2013-01-09
dc.date.submitted2013en
dc.description.abstractOnline discussions in a graduate level education course were compared using the Community of Inquiry framework and a Classroom Community survey within a mixed methods case study with concurrent triangulation of data sources. Discussion posts were published in two separate software applications: WordPress and Blackboard. Data collected included online discussion metadata, Community of Inquiry coding of online discussion content, survey responses from students, and an interview with the instructor to identify pedagogical decisions made in the design of the course. Content analysis of the discussion archives described differences in posts published to the two platforms, as well as differences in simultaneous indications of Community of Inquiry presences over time. Five new online discussion timeline visualization methods are presented. Key findings include an emphasis on pedagogical design over software selection in facilitating rich online discussions in the context of a graduate level course, although selection of software may provide signals to participants regarding the instructor’s expectations. Recommendations for reproducing similar research, identification of areas for future research, and recommendations for practice are provided.en_US
dc.identifier.citationNorman, D. (2013). A Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24645en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24645
dc.identifier.urihttp://hdl.handle.net/11023/407
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Higher
dc.subjectEducation--Technology
dc.subject.classificationonline discourseen_US
dc.subject.classificationcommunity of inquiryen_US
dc.subject.classificationclassroom communityen_US
dc.subject.classificationDiscourseen_US
dc.subject.classificationdiscourse analysisen_US
dc.subject.classificationVisualizationen_US
dc.subject.classificationblackboarden_US
dc.subject.classificationwordpressen_US
dc.subject.classificationblogsen_US
dc.subject.classificationlmsen_US
dc.subject.classificationonline discussionsen_US
dc.titleA Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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