An approach towards a metodological model for the analysis of the discursive online interactions
Keywords:
internet forum, blended learning, e-learning, distance education, discursive interactionsAbstract
This report summarizes the research and teaching experience developed in the course Evaluation, Subprogramme Master of Technical Education, administered under the mode of semi presence, during the academic period 2008-III. The group was comprised of 22 participating teachers and facilitator, all of that specialty. Among the strategies planned meetings dialogical interaction (whether in person) and two online forums (asynchronous), accompanied by the development of computer graphics, research projects and e-moderation (email), among others. Its purpose was to generate a methodological approach allowing the analysis of asynchronous discussion forums in online learning programmed within the development of the theme of the course. This model of analysis of interactions is an integration of categories and indicators from the model (2001), Järvelä (2002) and Garrison and Ansderson (2005). Selection of relevant discursive units according to the theme; Construction and / or adjusting categories, selection of discursive fragments that correspond to the identified categories, represented in units of analysis; Critical Analysis units of analysis; Reflective Approaches. The findings reveal that the most important holdings were centered on the size and Cognitive Presence in category Reflective Thinking. We conclude that the virtual forums are excellent tools that can be used by the teacher-tutors of online courses, to foster meaningful learning and collaboration, to analyze the contributions and inputs, and promote self and co-valuation of learning achieved, raise new questions, comments, thus contributing to the development of reflective thinking in their students.References
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