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Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
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Learning and Instruction Volume 17, Number 4, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study focuses on the process, output, and interpretation of multilevel analyses on quantitative content analysis data derived from asynchronous discussion group transcripts. The impact of role assignments on the level of knowledge construction reflected in students' contributions and the relation between message characteristics and these levels of knowledge construction is studied. Results show that summarisers' contributions and contributions focussing on theory, content moderating, or summaries result in significantly higher levels of knowledge construction. Multilevel modelling handles the hierarchical nesting, interdependency, and unit of analysis problem and is presented as a suitable technique for studying content analysis data from CSCL-environments.

Citation

De Wever, B., Van Keer, H., Schellens, T. & Valcke, M. (2007). Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups. Learning and Instruction, 17(4), 436-447. Elsevier Ltd. Retrieved May 20, 2019 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2007.04.001

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