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This paper investigates how learners can be involved in the content analysis during asynchronous discussion and the benefits of this process for building a community of inquiry (CoI). Specifically, nine learners and two instructors of an MSc course on distance learning participated in an asynchronous discussion in order to collaboratively solve a design problem. Through the discussion, learners were asked to classify their own, their peers’ and instructors’ messages based on particular coding schemes that reflect the cognitive and teaching presences of the CoI framework. In this way, learners’ classification data were captured and analyzed in order to evaluate the way they classify messages compared to experts’ coding. Specific patterns were revealed providing evidence about the ability of learners in accurately acknowledging the majority of the messages but also cases in which learners agree in an alternative coding than the experts’ one, opening up a new perspective on coding, the learners’ perspective. The development of metacognitive skills was also evaluated based on questionnaires that students completed reflecting on this experience. © 2016, Springer Science+Business Media Singapore. |
