Jim Hewitt

Toward an Understanding of How Threads Die in Asynchronous Computer Conferences

Previous computer conferencing research has been concerned with the organizational, technical, social, and motivational factors that support and sustain online interaction. This article studies online interaction from a different perspective. Rather than analyze the processes that sustain discourse, the following research examines how and why discussions shut down. A computer simulation of asynchronous threaded interaction suggests that certain common online habits, when practiced by many people, can adversely affect the lifespan of some threads. Specifically, the widespread practice of focusing attention on unread notes during computer conferencing sessions can produce a starvation condition that hastens the death of some threads and reduces the likelihood that inactive threads will become active again. The longevity of a thread, therefore, is partially affected by the kinds of routines that online participants follow when they use a computer conferencing interface. The educational implications of this finding are discussed, and strategies are presented for limiting adverse educational effects.

Design Principles for Distributed Knowledge Building Processes

In this paper we explore various interpretations of the term “distributed cognition,” then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes.

How Habitual Online Practices Affect the Development of Asynchronous Discussion Threads

In the past, there has been an implicit assumption that discussion threads in distance education courses develop according to the needs and interests of conference participants, the requirements of the course, and the nature of the instructors online facilitation. The findings in this article suggest that other factors may also be at play. A large-scale analysis of threads and their growth patterns reveals a bias in favor of elongated note structures. This bias is explained by a tendency for computer conference users to focus on recently introduced notes and a reduced tendency to re-visit older, more established notes. Consequently, the most recent notes in each thread are the ones most likely to drive the next round of responses. Educationally, this situation can be problematic if an excessive focus on new notes unintentionally shifts attention away from important issues. Strategies for addressing these concerns are discussed.

An analysis of growth patterns in computer conferencing threads

Threads in a computer conferencing systems develop in seemingly unpredictable ways. Each time someone starts a new discussion or extends an existing line of thought, there is a subtle shift in the intellectual spotlight n a shift that influences the contribution patterns of subsequent users. Active threads may unexpectedly fade to the background, and older, inactive threads may regain centre stage. Yet within this complex ebb and flow, there are certain indicators that help predict a threads future. An analysis of the 1571 threads in 7 distance education conferences reveals patterns of development that can be used to statistically assign growth probabilities to individual threads. Possible applications of these findings are discussed.

An investigation of student practices in asynchronous computer conferencing courses

This study investigated the online practices of students enrolled in graduate-level distance education courses. Using interviews and a questionnaire as data sources, the study sought to: (a) identify common practices that students adopt in asynchronous discussions, and (b) gain an understanding of why students adopt them. An analysis of the data suggests that many of the practices are coping mechanisms developed to help students more easily meet course participation requirements. Some of these are time saving strategies designed to reduce information overload (e.g., skimming messages rather than reading them carefully). Other strategies are designed to help students project an image of themselves as knowledgeable and collaborative course participants. It is argued that although these practices provide students with a level of efficiency in terms of meeting course requirements, they may inadvertently undermine learning.

The relationship between class size and online activity patterns in asynchronous computer conferencing environments

This study analyzes the relationship between class size and student online activity patterns in a series of 28 graduate level computer conferencing courses. Quantitative analyses of note production, average note size, note opening and note reading percentages found a significant positive correlation between class size and mean number of notes generated. Significant negative correlations were found between class size and average note size and between class size and percent of notes opened. Analyses of average reading speeds among large classes and small classes revealed that students in large classes were more likely to scan lengthy notes (i.e., notes that contain more than 350 words). Possible explanations for these results are discussed.

Multi-media Case Methods in Pre-service Science Education: Enabling an Apprenticeship for Praxis.

In recent years, teacher educators have looked to case methods as one means of bridging the theory-practice gap in university-based pre-service programs. This paper explores how case methods may be used to foster habits of praxis – that is, critical, reflective practice – that enable beginning teachers to adapt to the many diverse contexts they may encounter in the field. Our research used qualitative ethnographic methods to determine the efficacy of a case method designed to encourage critical analysis of a Year 8 science Optics lesson. Results suggest student teachers: (1) understood an associated analytical framework; (2) effectively analysed curriculum and pedagogy; and (3) exercised prudence in their assessment of the case. These findings tentatively indicate emerging habits of praxis. Notwithstanding such gains, we encourage designers of case-based curricula to: ensure case authenticity, protect subjects from critique and use multi-media case methods in conjunction with other approaches to promote habits of praxis.

Online Class Size, Note Reading, Note Writing and Collaborative Discourse.

Researchers have long recognized class size as affecting students’ performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative discourse by analyzing tracking logs from 25 graduate-level online courses (25 instructors and 341 students) and interviews with 10 instructors and 12 graduate students. The quantitative and qualitative data analyses were designed to complement each other. The findings from this study point to class size as a major factor affecting note reading and writing loads in online graduate-level courses. Class size was found positively correlated with total number of notes students and instructors read and wrote, but negatively correlated with the percentage of notes students read, their note size and note grade level score. In larger classes, participants were more likely to experience information overload and students were more selective in reading notes. The data also suggest that the overload effects of large classes can be minimized by dividing students into small groups for discussion purposes. Interviewees felt that the use of small groups in large classes benefited their collaborative discussions. Findings suggested 13 to 15 as an optimal class size. The paper concludes with a list of pedagogical recommendations and suggestions for new multimedia software features to enhance collaborative learning in online classes.

Constructive Learning from Texts in Biology

In schools, discourse usually plays a part in the constructive process. We have been developing and experimenting with Computer Supported Intentional Learning Environments (CSILE) that combine the educational advantages of collective discourse with the tactical advantages of individual written and graphic work. In this paper we track three successive classes of grade 5–6 students working on the same biological topic (body systems). We find that students take a more goal-directed and constructive approach to using text information: (1) when students create a context for figuring out how things work by advancing their own provisional theories in advance of taking information from texts; and (2) when students identify gaps in their own knowledge.

Internet-based otolaryngology case discussions for medical students.

BACKGROUND A computer-supported interactive learning environment provides a mechanism whereby medical students at different locations can collaborate to develop an understanding of common otolaryngologic problems as exemplified by cases developed according to the University of Torontos problem-based learning case guidelines. OBJECTIVE To see if content knowledge can be acquired as quickly and effectively by computer conferencing as by seminar instruction. METHOD Seventy students were involved in a study comparing the efficacy of learning about two otolaryngology topics, vertigo and tonsils, by traditional seminar methods or computer conferencing used for illustrative case discussions. RESULTS A key features examination on these topics showed that both groups gained knowledge during their rotation, but the computer conferencing group showed an increased gain on both topics. Most students enjoyed their computer conferencing experience and found the software easy to navigate. CONCLUSION Case discussions by computer conferencing result in better acquisition of content knowledge than traditional seminar teaching.