1,721,086 research outputs found
Graphically mapping electronic discussions: unlocking online dynamics
No full textTranscripts of electronic discussions have traditionally been examined via the use of conversational analysis techniques. Coding such transcripts provides rich data regarding the content and nature of the discussions that take place. However, understanding the content of the messages is not limited to the actual message itself. An electronic message is sent either in response to or to start a discussion thread. Examining the entry point of a new message can help to clarify the dynamics of the community discussion. Electronic discussions do not appear to follow traditional conversational norms. New messages may be immediate responses or they can be responses to messages posted over a longer period of time in the past. However, by graphically mapping electronic discussions, a clearer understanding of the dynamics of electronic discussions can be achieved. This paper will present the findings of a study that concluded that three distinct patterns exist which electronic discussions may follow and each of these patterns were indicative of a distinct type of electronic discussion
eCAF: A new tool for the conversational analysis of electronic communication
No full textElectronic communication is characteristically concerned with 'the message' (eM), those who send them (S) and those who receive and read them (R). This relationship could be simplified into the equation eM = S + R. When this simple equation is applied to electronic communication several elements are added that make this straightforward act of sending and receiving a message more complex. These new elements are characteristics such as asynchronicity, unknown senders and readers, non-linear text and the absence of non-verbal cues. What is apparent is that the complexity of these messages lies in their impact outside the online environment. It is clear from the messages themselves that the information is being applied to real, authentic contexts and is not limited to the online environment. Conversational analysis frameworks must attempt to understand this complexity if the meaning of electronic messages is to be understood. This paper proposes a new conversational analysis framework, the Electronic Conversational Framework (eCAF), for use with electronic communication. The Electronic Conversational Framework (eCAF) has been designed as a new methodological tool that incorporates the unique virtual/real worlds that individuals participate in and links these two locations to the phases of electronic discussions
Online communities of practice and their role in the professional development of teachers
No full textTeachers are required to constantly change their pedagogy throughout their career, either in response to new theoretical approaches or new technological innovations. It is a profession that is characterised by dynamism and constantly strives to advance its practices to improve outcomes in student learning. However, current professional development programs are seen to be failing to meet the needs of the teachers, students and education policy.
Research has shown (Huberman, 1995; Richardson, 1990), there has been little discernible change in teaching practice from current professional development programs, thus an alternative solution is needed. The premise underlying this study is that the use of online communities of practice may present a solution to the failure of current professional development programs in effecting change to teaching practice. Thus it is the intention of this thesis to investigate if online communities of practice can realise this potential.
The research was conducted within the paradigm of qualitative analysis. The study was conducted as a multiple explanatory case study also known as a collective case study (Yin, 2003) and this approach reflects the current shift in trends of research in education. As Richardson (1994) stated, it has shifted "from a focus on effective behaviours toward the hermeneutic purpose of understanding how teachers make sense of teaching and learning" (p. 5). The approach used in this thesis provided insights into the value of online communities as authentic contexts for supporting professional development particularly in relation to relationships, communication and collaboration between teachers around professional inquiry, problem solving and emotional aspects of teaching.
The results of the study show that online communities of practice are a valuable source of continuous professional development for teachers. They have the ability to provide support as teachers accommodate the constant changes and the need to acquire new skills and knowledge. The strength of this method of PD lies in its ability to be self-sustaining and generative. Teachers have access to authentic, relevant and flexible learning that is not constrained by time and can be accessed according to members needs
Teachers making connections : online communities as a source of professional learning
No full textThe impact of the Internet on our lives has been pervasive. People are increasingly turning to the social interaction available on the Internet to satisfy their needs, whether these are professional or personal. The Internet offers users fast access to social contacts such as online chat groups and discussion lists,helping us to make connections with others. Online communities are being increasingly used by teachers for professional support, guidance and inspiration. These are often organised around subject areas and offer teachers opportunities to develop both personally and professionally. Online communities may present as a source of continuous professional development for teachers\ud
as they are able to deliver authentic and personalised opportunities for learning. This paper will present the findings of a study that was conducted on three online communities for teachers. It will explore the nature of online community membership and offer some conclusions regarding their potential as a source of professional learning for teachers
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Online professional communities : understanding the effects of membership on teacher practice
No full textOnline communities offer teachers a forum to discuss ideas, seek support, engage in professional\ud
discussions and network with a wider peer group. The popularity of online communities for teachers is self-evident by the quantity that has emerged in recent years and they present as opportunities to engage in continued pedagogical growth. The study presented in this paper has focused on the electronic discussions of three online communities for teachers, two Australian-based communities\ud
and one UK-based community. The aim was to analyse the content of the messages, via content analysis using the Practical Inquiry Model (Garrison, Anderson & Archer, 2001) in an attempt to determine if membership had an impact pedagogy. This study will present findings that support the conclusion that membership to online communities provides genuine opportunities for continued pedagogical growth for teachers. It will also show that they are being used as a problem solving resource, provide opportunities for professional discourse and professional support
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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