Intentional and Incidental

Discourse Variables in a Virtual

Learning Community
Ben K. Daniel, Richard A. Schwier and Heather M. Ross

Virtual Learning Community Lab (VLC) , Educational

Communications and Technology
University of Saskatchewan

ben.daniel@usask.ca,richard.schwier@usask.ca,hmross19@shaw.ca
 Outline of Presentation
• Fundamental elements of virtual leaning
communities
• Research motivation
• Features of learning in virtual learning
communities
• Research questions
• Research design
• Data sources and analysis
• Results
• Conclusions
• Ongoing and future research
Fundamental Elements of Virtual
Learning Communities

VLC model (Schwier, 2001)

 Research Motivation
• Learning in virtual learning communities
(VLCs) is receiving considerable attention
• Current research focuses on building,
supporting and sustainability VLCs
• Limited research informing our
understanding of the nature of discourse
that can ultimately influence learning
• Need to examine nature of discourse in
order to understand the process of learning
• Understanding the process of learning
helps in developing tools and processes to
support it
 Features of Learning in VLCs
• Informal and formal learning
• Minimise the learning required to operate
within them
• Data, information exchange, and knowledge
sharing
• Easy, cheaper, and faster access to peer
help
• Minimising cognitive procession
• Ability to network with colleagues belong
class boundaries
 Research Questions
• What is the nature of discourse in virtual
learning communities?
• Can a model of learning be constructed to
inform our understand of the process
inherent in learning in VLCs?
• What kinds of tools and processes are
necessary to support different kinds of
learning in VLCs?
 Research Design
• Data drawn from a graduate level course
in year 1
• The course included weekly structured
online discussions
 Data Sources and Analysis
• Coding with Atlas ti
– Grounded theory approach for novel
variables
– Purposeful coding for anticipated
variables (reliability estimates)
• Transcripts of online discussions and email
• Coding done by one researcher, with a
second researcher reviewing the coding
scheme as it emerged
• Inter-coder reliability estimates were not
calculated
 International Variables
Variable Definition

Explicit information Providing new ideas or information without explicit expectation of reciprocity

Evaluation Judging, assessing, or criticising specific postings, and ideas

Elaboration Extending the meaning of a particular posting, illustrating with examples

Inquiry Requesting explanations, questions, or expressing doubt about specific ideas or postings

Evaluation Judging, assessing, or criticizing specific postings, ideas

Argumentation Critically examining knowledge with respect to contrary evidence

Uncertainty Explicitly expressing doubt

Suggestion Offering alternatives, insights new solutions etc.

Clarification Providing concrete examples or fresh explanations

Summation Summarising postings, ideas or interactions

Feedback Responding to postings/postings that provide new information

 Incidental variables
Variable Definition

Shared Understanding Building agreement/consensus between two or more participants about meaning of
discourse

Shared Experience Describing past experiences, stories etc.

Observations Analysing or expressing opinions about a specific situation or item of discourse

Reflection Considering experiences, postings in previous discussions, or situating current

discussions in previous events

Peer-support Providing or requesting for help

Sociability Offering expressions of courtesy , hospitality and acknowledgement

Disagreement One participant challenging the comments of another without supporting evidence
Results of the Discourse Variables
 Key Results
• Argumentation was the dominant variable
within the intentional clusters
• Inquiry was another significant learning
variable among the intentional discussions
• Overall within both clusters of variables,
sociability was the dominant variable
 Conclusions
• The intentional and incident learning
variables emerged from data analysis
• Learning process can be leveled as
Learning is multivariate and diverse within
the community - categories are tentative and
share variance
• The two clusters both inform our
understanding of the process of learning in
VLCs
• The two variables clusters do not measure
learning itself but rather describe the
processes of learning in VLCs
 Ongoing and Future Research
• Develop instruments for validating the variables of
discourse identified against learning
– Gather learners experiences
– Experts’ experiences
• Examine the variation in the quality of discussions
generated through synchronous and asynchronous
• Conduct statistical differences among the variables
and single out the most influential ones interactions
in VLCs
• Develop a Bayesian Belief Network model of
learning in VLCs to understand the nature of
learning in VLCs
 Thanks
Questions??
Further information email:

Ben K. Daniel, Richard A. Schwier and Heather M. Ross

Virtual Learning Community Lab (VLC) , Educational

Communications and Technology
University of Saskatchewan

ben.daniel@usask.ca,richard.schwier@usask.ca,hmross19@shaw.ca