Modelos para el análisis de contenido en la comunicación virtual

Elba Gutiérrez Santiuste

Resumen/Abstract

Este artículo contiene una revisión de literatura sobre los modelos utilizados en la educación virtual para el análisis del contenido de las comunicaciones. Se examinan los aspectos teóricos y metodológicos, los antecedentes en que se basan y las modificaciones realizadas por investigadores relevantes en el campo. Analizar la comunicación virtual es útil para los actores del proceso educativo sin limitación de distancia y tiempo, en entornos integrados por tutores, enseñantes y estudiantes que interaccionan en una nueva modalidad con características propias. Describir los modelos de comunicación mediada por ordenador aporta una información valiosa para ampliar el conocimiento científico, con pretensiones de sistematizar las líneas de investigación que se están desarrollando actualmente y, como consecuencia, de repercusión sobre la comunidad investigadora.


Palabras clave/Keywords


análisis de contenido, comunicación, tecnologías de la información y la comunicación, investigación teórica.

Texto completo:

Modelos para el análisis

Referencias


AKAYOĞLU, S., ALTUN, A. &STEVENS, V. (2009). Social presence in synchronous text–based computer–mediated communication. Eurasian Journal of Educational Research (EJER), 34, 1–16.

AKYOL, Z., & GARRISON, D.R. (2011). Assessing metacognition in an online community of inquiry. Internet and Higher Education, 14, 183–190. doi:10.1016/j.iheduc.2011.01.005

ALTHAUS, S.L. (1997). Computer–mediated communication in the university classroom: An experiment with on–line discussions. Communication Education, 46(3), 158–174. doi:10.1080/03634529709379088

ANDERSON, T. & GARRISON, D.R. (1995). Critical thinking in distance education: Developing critical communities in an audio teleconferences context. Higher Education, 29, 183–199. doi:10.1007/BF01383838

ANGELI, C., BONK, C.J. & HARA, N. (1998). Content analysis of online discussion in applied educational psychology course (p. 34). Bloomington, IN: Center for Research on Learning and Technology. Indiana University. Recuperado de: http://crlt.indiana.edu/publications/crlt98–2.pdf. [Consultado el 11 de Diciembre de 2010].

ANNAND, D. (2011). Social presence within the Community of Inquiry framework. International Review of Research in Open and Distance Learning, 12(5), 38–54.

AVIV, R., ERLICH, Z., RAVID, G. & AVIV, A. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks, 7(3), 1–13.

BERGER, D.E., PEZDEK, K. & BANKS, W.P. (Eds.). (1987). Applications of cognitive psychology: problem–solving, education and computing. Londres: Erlbaum.

BONK, C.J. & KING, K. (Eds.). (1998). Electronic collaborators. Learner–centered teachnolgies for literacy, apprenticeship, and discourse. Mahwah, NJ: Lawrence Erbaum.

BULLEN, M. (1997). A case study of participation and critical thinking in a university–level course delivered by computer conferencing. University of British Columbia, Vancouver (Canada).

CHEN, Y. (2001). Dimension of transactional distance in the world wide web learning environment: a factor analysis. British Journal of Educational Technology, 32, 459–470. doi:10.1111/1467-8535.00213

CHEN, Y., CHEN, N.S. & TSAI, C.C. (2009). The use of online synchronous discussion for web–based professional

development for teachers. Computers & Education, 53, 1156–1166. doi:10.1016/j.compedu.2009.05.026

COLLISON, G., ELBAUM, B., HAAVIND, S. & TINKER, R. (2000). Facilitating online learning: effective strategies for moderators. Madison, WI: Atwood Publising.

CURTIS, D.D. & LAWSON, M.J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Networks, 5 (1), 21–34. Recuperado de: http://sloanconsortium.org/publications/jaln_main?page=5

DEWEY, J. (1989). Cómo pensamos: nueva exposición de la relación entre pensamiento y proceso educativo. Barcelona: Paidós.

FABRO, K.G. & GARRISON, D.R. (1998). Computer Conferencing and Higher–Order Learning. Indian Journal of Open Learning, 7(1), 41–53.

GARRISON, D.R., CLEVELAND–INNES, M., KOOLE, M. & KAPPELMAN, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and realiabily. The Internet and Higher Education, 9, 1–8. doi:10.1016/ j.iheduc.2005.11.001,

GARRISON, D.R. & AKYOL, Z. (2013). Toward the development of a metacognition construct for communities of inquiry. Internet and Higher Education, 17, 84–89. doi:10.1016/j.iheduc.2012.11.005

GARRISON, D.R. (2011). E–Learning in the 21st century: A framework for research and practice (2 ed.). London: Routledge/Taylor and Francis.

GARRISON, D.R. & ANDERSON, T. (2003). E–learning in the 21st century. A framework of research and practice. Londres: Routledge Falmer.

GARRISON, D.R., ANDERSON, T. & ARCHER, W. (2000). Critical inquiry in a text–based environment: Computer conferencing in higher education. Internet and Higher Education, 11(2), 1–14. doi:10.1016/S1096-7516(00)00016-6

GARRISON, D.R., ANDERSON, T. & ARCHER, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7–23.

GLASER, B. G. & STRAUSS, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.

GOODYEAR, P., SALMON, G., SPECTOR, J.M., STEEPLES, C.

& TICKNER, S. (2001). Competences for online teaching: a special report. Technology Research and Development, 49 1), 65–72.

GROS, B. & SILVA, J. (2006). El problema del análisis de las discusiones asíncronas en el aprendizaje colaborativo mediado. Revista de Educación a Distancia, 16, 1–16. Recuperado de: http://www.um.es/ead/red/16/. [Consultado el 6 de Febrero de 2008].

GUAN, Y.H., TSAI, C.C. & HWANG, F.K. (2006). Content analysis of online discussion on a senior–high–school discussion forum of a virtual physics laboratory. Instructional Science, 34(4), 279–311. doi:10.1007/s11251-005-3345-1

GUNAWARDENA, C.N., LOWE, C.E. & ANDERSON, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 397–431.

GUNAWARDENA, C.N., LOWE, C.E. & ANDERSON, T. (1998). Transcript analysis of computer–mediated conferences as a tool for testing constructivist and social–constructivist learning theories (pp. 139–145). Presentado en Proceeding of the Annual Conference on Distance Teaching y Learning, Madison (WI).

GUTIÉRREZ-SANTIUSTE, E. (2012). Comunicación en entornos virtuales de formación: Estudio de la interacción didáctica en diversas modalidades de enseñanza-aprendizaje en educación superior. Universidad de Granada, Granada, España. Recuperado de: http://hdl.handle.net/10481/23308

HARA, N., BONK, C.J. & ANGELI, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28(2), 115–152.

HARASIM, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and Higher Education, 3, 41–61. doi:10.1016/S1096-516(00)00032-4

HATANO, G. & INAGAKI, K. (1991). Sharing cognition through collective comprehension activity. En L.B. Resnick, J.M. Levine, y S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331–349). Washington: American Psychology Association.

HATHORN, L.G. & INGRAM, A.L. (2002). Cooperation and collaboration using computer–mediated communication. Journal of Educational Computing Research, 26(3), 325–347.

HAYTHORNTHWAITE, C., KAZMER, M.M., ROBINS, J. & SHOEMAKER, S. (2000). Community development among distance learner: Temporal and technological dimension. Journal of Computer–Mediated Communication, 6(1). doi:10.1111/j.1083-6101.2000.tb00114.x

HENRI, F. (1992). Computer conferencing and content analysis. En A.R. Kaye (Ed.), Collaborative learning through computer conferencing: The najaden papers (pp. 115–136). New York: Springer.

HUNG, D.W. & CHEN, D.T. (2001). Situated cognition, vygotskian thought and learning from the communities of practice perspective: Implications for the design of web–based e–learning. Educational Media International, 38(1), 3–12. doi:10.1080/09523980121818

JÄRVELÄ, S. & HÄKKINEN, P. (2002). Web–based cases in teaching and learning –the quality of discussions and stage of perspective taking in asynchronous communication. Interactive Learning Environments, 10(1), 1–22.

KANUKA, H. & ANDERSON, T. (1998). Online Social Interchange, Discord, and Knowledge Construction. Journal of Distance Education, 13(1), 57–74.

LALLY, V. (2000). Analyzing teaching and learning interactions in a networked collaborative learning environment: issues and work in progress. En Proceeding of Networked Collaborative Learning and ICTs in Higher Education. Presentado en European Conference on Educational Research, Edinburgh (UK). Recuperado de: http://www.leeds.ac.uk/educol/documents/00001648.htm

LAROSE, R., EASTIN, M.S. & GREGG, J. (2001). Reformulating the internet paradox: Social cognitive explanations of internet use and depression. Journal of Online Behavior, 1(2). Recuperado de: http://www.behavior.net/job/

MARCELO, C. & PERERA, V.H. (2007). Comunicación y aprendizaje electrónico: la interacción didáctica en los nuevos espacios virtuales de aprendizaje. Revista de Educación, 343, 381–429.

MARCONATO, G. (2009). Laa breve storia delle tecnologie digitali nella didattica. La tecnologie nella didattica. (pp.145–161). Gardolo, Italia: Erickson.

MASON, R. (1992). Evaluation methodologies for computer conferencing applications. En A.R. Kaye (Ed.), Collaborative learning through computer conferencing: The najaden papers. Berlin: Springer.

MCKENZIE, W. & MURPHY, D. (2000). «I hope this goes somewhere»: Evaluation of an online discussion group. Australian Journal of Educational Technology, 16(3), 239–257.

MERCER, N. (1995). The guided construction of knowledge: talk amongst teachers and learners. Clevedon, UK: Multilingual Matters.

OFFIR, B., BARTH, I., LEV, Y. & SHTEINBOK, A. (2003). Teacher–student interaction and learning outcomes in a distance learning environment. Internet and Higher Education, 6, 65–75.

ROURKE, L., ANDERSON, T., GARRISON, D.R., Y ARCHER, W. (1999). Assessing social presence in asynchronous text–based computer conferencing. The Journal of Distance Education, 14(2), 50–71. Recuperado de: http://www.jofde.ca/index.php/jde/article/view/153/341

ROURKE, L., ANDERSON, T., GARRISON, D.R. & ARCHER,

W. (2000). Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence in Education, 11, 8–22.

SALMON, G. (2000). E–moderating. The key to teaching and learning (2a ed.). Londres: Kogan Page.

SHEA, P., & BIDJERANO, T. (2012). Learning presence as a moderator in the community of inquiry model. Computer & Education, 59(2), 316–326. doi:10.1016/j.compedu.2012.01.011

SHEA, P., HAYES, S., SMITH, S.U., VICKERS, J., BIDJERANO, T., PICKETT, A. & JIAN, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. Internet and Higher Education, 15(2), 89–95. doi:10.1016/j.iheduc.2011.08.002

SIGALA, M. (2003). Developing and implementing eAssessment strategies in virtual learning environments. En Proceeding of 16th Bled eCommerce Conference eTransformation (pp. 119–130). Presentado en 16th Bled eCommerce Conference eTransformation, Bled (Slovenia).

SILVA, J. Y GROS, B. (2007). Una propuesta para el análisis de interacciones en un espacio virtual de aprendizaje para la formación continua de los docentes. Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 8(1).

SWAN, K. (2002). Building learning communities in online courses: the importance of interaction. Education, Communication & Information, 2(1), 23–49. doi:10.1080/146363102200000501 6

VEERMAN, A. & VELDHUIS–DIERMANSE, E. (2001). Collaborative learning through computer–mediated communication in academic education. En Euro CSCL 2001 (pp. 625–632). Maastricht: McLuhan Institute. Recuperado de: http://eculturenet.org/mmi/euro-cscl/Papers/166.doc

WEGERIF, R. & MERCER, N. (1997). Using computer–based text analysis to integrate qualitative and quantitative methods in research on collaborative learning. Language and Education, 11(4).

ZHU, E. (1996). Meaning negotiation, knowledge construction, and mentoring in a distance learning course. En Proceeding of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (pp. 822–844). Presentado en 18th National Convention of the Association for Educational Communications and Technology, Indianapolis (IN): Association for Educational Communication and Technology.




DOI: https://doi.org/10.21071/edmetic.v3i2.2890

Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2015 EDMETIC

UCOPress. Editorial Universidad de Córdoba

(UCOPress. Cordoba University Press) 

ISSN: 2254-0059