Evidence from a Qualitative Content Analysis of a Discussion

Forum

Rovina HatcherAsia-Pacific Nazarene Theological Seminary

and the University of Kentucky

Joan Mazur, Ph.D.University of Kentucky

Research QuestionsWhat are the empirical evidence that shows

how or if community actually occurs in the online learning environment?

Is interaction a positive or irrelevant dimension of the virtual learning situation?

What are the implications for designing instruction that might support or maintain community formation in an online environment?

Communication onlineTransaction Interaction

Instructor

Woods, R. H., Jr., & Baker, J. D. (2004). Interaction and immediacy in online learning. International Review of Research in Open and Distance Learning 5(2). Retrieved October 19, 2004 from http://www.irrodl.org/content/v.5.2/woods-baker.html

Instructor

Communities of Practice (CoP)

Community: learning as belonging

Modified from Components of a Social Theory of Learning (Wenger 1998, p. 5)

Learning

Communities of Practice (CoP)

Learning

Community: learning as belonging

Identity: learning as becoming

Modified from Components of a Social Theory of Learning (Wenger 1998, p. 5)

Learning

Communities of Practice (CoP)

Learning

Community: learning as belonging

Identity: learning as becoming

Practice: learning as

doing

Modified from Components of a Social Theory of Learning (Wenger 1998, p. 5)

Learning

Communities of Practice (CoP)

Learning

Community: learning as belonging

Identity: learning as becoming

Practice: learning as

doing

Meaning: learning as experience

Modified from Components of a Social Theory of Learning (Wenger 1998, p. 5)

Learning

• images of possibilities• images of the world• images of the past and the future• images of ourselves

• shared histories of learning• relationships• interactions • practices

• discourses• coordinated enterprises• complexity• styles• compliance

Modes of Belonging

alignment

imagination

Community Belonging

engagement

Modified from Modes of Belonging (Wenger 1998 p. 174)

Method of the StudyThis study examined the interactions of discussion fora in an online class for evidence of Wenger’s Modes of Belonging to see whether the conversations exhibited a sense of belonging.

Content analysis (Mayring 2000) of an online class’s discussion forum

Observe the actual speech acts to suggest dimensions of community formation

Research SampleGraduate school in the southern USAOnline discussions of one small group for one

module of a first-year core course for all Master degree programsSecond module of the courseThree-week module, “Critical Thinking and

Spirituality”992 lines of text of a maximum seven inches in

lengthThe age of the students ranged from 22 to in

their 50s

Module RequirementsWeek 1: Post personal experience narrative

relating to the topic of the module

Week 2: Post a Critical Thinking (CT) question to each groupmate concerning the narrative post from the first week

Week 3: Respond to two CT questions asked by groupmates concerning one’s initial post

Qualitative Coding: Deductive categorical analysis strategy (Mayring 2000)

1.Type of assignment: (P) initial post(CT) critical thinking

question post(R) response to CT

question post(M) miscellaneous

post that was beyond the assignments

2. Modes of Belonging:EngagementImaginationAlignment

Belonging Mode

Definition Sample statement indicators Coding Rules

 Shared histories of learning

Personal narratives of practice shared to generate a community-based body of knowledge

I am involved in a nursing home program that offers social, emotional, and spiritual support to residents who are dying…[We] decided to undertake a weekend of care for homeless veterans…

Shares stories that show how the practice is accomplished or problems encountered in the practice

Must speak of personal experience, not of someone else

 Relationships

Statements of affirmation

Those were awesome stories.What an inspiring story!

Statements designed to encourage others or to show appreciation for others’ input

Appreciation Thanks for your …

 Interactions

Addressed question to someone

How did this event…?I would be interested to know if you have been with someone facing death…?

Asks a substance question or responds to a substance question

Answered questions One thing I was able to do …

 Practices

Procedural things done or to be done

One person gave procedures she uses for coping with the stress of her work

Procedures are from one’s experience or knowledge that is related to the course topic

Belonging Mode

Definition Sample statement indicators Coding Rules

Discourses

Statements of facts regarding the practice(s)

One of the major benefits, …If you are [identified group] and want [certification] you must ….

Declarative statement that is not proceduralLengthier statements than most

Coordinated enterprises

Back and forth dialog for purpose not part of assignment

Student involved in hospice ministry and another person whose wife is interested in this work have four interactions

Two or more participants exchange 2 or more times following topics not specifically for the course

ComplexityComplex social issues

Homeless veterans eventHospice work

Provides extensive comment of thought or experience

StylesExclamations and emoticons

ALL CAPSExclamations!

Shows personality style that forms identity within the group

Compliance

Compliance to procedures of group

Apology for improper postingI am [identified group] and so [certification] it is!

Shows desire to follow practice guides

Belonging Mode

Definition Sample statement indicators Coding Rules

Images of possibilities

Identifies what the speaker wants

I would like, etc., I entered into this joint venture so I could learn how to … make it a more global…

First personNot definite

Images of the world

Situations experienced outside oneself that give view of world

Person was of Hindu faith and their culture is much different than oursThe people of Kenya have done so much more for me…

IncongruenceNew insight from experience of the “other”

Images of past & future

Descriptions of what has been and where going in future

…the writings of John Wesley and Jimmy Carter…I think it is important for me to help others…

Both past and future are not necessary in single post

Images of ourselves

Descriptions of how view oneself

I do think these are [my strengths]I feel everything that is done should have a purpose.

Personal pronouns but can be collective

Findings and AnalysisNumber of postings for 3-week module

67 from the group members: 9, 11, 15, 16, 1680 total including the professor and teaching

assistantAll three Modes of Belonging were found in

the postings

Frequency of Codings for Wenger’s Modes of Belonging in the Group Discussion Forum Postings

Relational statements of affirmationI have deep admiration for the [work] you are

doing…

What an inspiring story! I have not heard of such an imaginative way of …

It's great to see how you have allowed others to find their own boat and how to get out of them. [an allusion to the narrative]

Sounds like the service was outstanding. CT Question –

I am sure your prayers had a great deal to do with th [sic] success. Its amazing to me how many times I …

Words like that make one stand up and take notice.

Sense of immediacyEighteen of the total 62 or 29% of the non-

initial student posts addressed the recipient by name

Expressions of thanks for specific CT questions, information, encouragement, and an identified response

Relational interactions show engagement

We were able to [bring] in about 200 area homeless and provide them with medical, dental and vision care. We were even set up to grind glasses on sight. We had hot meals, a recreation area with movies running almost continuously, and … had bingo night on Saturday evening. We had area service providers set up on sight, free long distance phone calls, spiritual and legal counseling, and students from a local beauty [school] to give haircuts. These men and women were able to escape the streets for at least a weekend and [when] they left on Sunday, we provide each of them with a backpack filled with food coupons, non-perishable food items, socks, underwear, and phone cards.

DiscoursesStudent gave a statement of fact or opinion in

response to another student where the information was not directly requested

Language was usually focused on the author’s opinion or knowledge (“I”) and/or what the author felt about the previous author (“you”)

Author-focused discourses did not invite additional interactive engagement

Practices“I would be willing to take the responsibility to

schedule …”

“I entered into this joint venture so that I could learn how to execute the event in order to make it a more global one.”

“Out of this we have begun a program …”

“From the CT perspective, I feel I need to analyze….”

[Name] has asked me to reflect upon ways that I propose to

guard my own mental health being involved in such an

emotionally-demanding vocation. I am still learning and

working on this, and this has been an evolving process for

me. I am learning more about myself as i do this type of

[vocation], and i know that I am the type of person who

gives completely of themselves and has a hard time saying

no and setting limits. I have setup free time for myself at

work, and have brought my guitar into the workplace. I play

at it as a way to release tension, especially after a death or a

traumatic event, when I have a lot on my plate or just want

to praise God. I write poetry and set it to music, I take time

out each night for myself for my own spiritual disciplines

time, and I play hard from a family perspective. To me, the

simple things in life mean the most, so I am frequently down

at the beach, looking for sharks teeth, walking(exercise)….

Images of Ourselves“This has been an ongoing and evolving process

for me as I am becoming more aware of my strengths and limitations, as well as my own comfort and safety levels.”

“I think that the biggest impact upon my ‘self’ is the sense of humility that I feel, that I am entrusted to share in a most, personal time… From those that I care for, I have learned more about love, selflessness, patience and long-suffering ….”

“I don't know if I will get there from here...one step at a time, I guess.”

“I will get there eventually.”

SummaryInteractions expressed self-motivated interest

in what other groupmates had to share

Responses to a post create a sense of trust and belonging to the community by affirming the personhood of the groupmate (Conceicāo 2002)

Relational statements indicate that most of the students used a connected voice in their responses to one another (Rovai 2002)

Designing Instruction Assignments encouraged students’ engaging

one another, providing interactional communication rather than transactional communication.

This facilitation approach appeared to foster the engagement and imagination Modes of Belonging that indicate the formation of the Community dimension of this particular CoP.

Frequency of Codings for Wenger’s Modes of Belonging in the Group Discussion Forum Postings