Evaluating online conversation in an asynchronous learning environment: An application of Grice's cooperative principle
ARTICLE
Chia-Huan Ho, Karen Swan
Internet and Higher Education Volume 10, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
This study goes beyond student perceptions of online learning experiences, satisfaction, and attitudes, to examine the actual participation and dynamics that occur in online discussions and their relationship to student learning outcomes. A content analysis approach was used to investigate students' socio-cognitive processes in an online graduate-level English grammar class. Student postings were rated using a newly developed Gricean Cooperative Principle scoring rubric to assess student participation as determined by four maxims: Quantity, Quality, Relevance, and Manner. Results suggest that Quality is the most important criterion for predicting direct responses to a posting. Students with high average Quality scores also received higher final course grades than did their counterparts. In addition, students with high scores for Manner earned higher conference grades than did their counterparts.
Citation
Ho, C.H. & Swan, K. (2007). Evaluating online conversation in an asynchronous learning environment: An application of Grice's cooperative principle. Internet and Higher Education, 10(1), 3-14. Elsevier Ltd. Retrieved August 11, 2024 from https://www.learntechlib.org/p/102629/.
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Internet and Higher Education
on January 29, 2019.
Internet and Higher Education is a publication of Elsevier.
Keywords
- academic achievement
- assessment
- asynchronous learning
- Communication Research
- computer mediated communication
- content analysis
- Cooperation
- Cooperative principle
- Correlation
- Direct response
- Discussion Groups
- educational technology
- English Instruction
- Grades (Scholastic)
- Graduate students
- Grammar
- Group Dynamics
- Interpersonal Communication
- learning outcome
- Learning Processes
- online courses
- online discussion
- Scoring Rubrics
- Social Cognition
- Socio-cognitive process
- student evaluation
- student participation
Cited By
View References & Citations Map-
Analysis of the Relevance of Posts in Asynchronous Discussions
Breno Azevedo, Eliseo Reategui & Patricia Behar
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 10, No. 1 (Jan 01, 2014) pp. 107–121
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Student and faculty perceptions of the quality of online learning experiences
Michael Ward, Gary Peters & Kyna Shelley, The University of Southern Mississippi
The International Review of Research in Open and Distributed Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 57–77
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Exploration of Frameworks for Evaluation of Online Discussions and Methodological Considerations
Alexandru Spatariu, Georgetown College, KY, United States; Denise Winsor, University of Memphis, United States; Bobby Hoffman, University of Central Florida, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2106–2116
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Design for Meaningful Discourse
Yu-mei Wang, University of Alabama at Birmingham, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 721–724
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Combining online discussion and peer evaluation to enhance learning outcomes
Chia-Ling Kuo, Kent State University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3013–3017
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