Content analysis of forum discussions

Consequent to the implementation of online Pragmatics and Intercultural Communication since 2002/03, we have developed a 6-level OCLA taxonomy, modeled on the 5-level SOLO taxonomy, to objectively and meaningfully assess the quality and extent of student input in the forum discussion (Figure 1 in Students' suggestions).

In the following, examples taken from actual students postings are given to illustrate how each level might be realized. When the different levels are discussed, we are not solely concerned with a thorough and detailed critique, but also with how it is realized linguistically by the student. The reader can no doubt gather from the subjects being studied, Pragmatics and Intercultural Communication, that we would be concerned with the 'how' as well as the 'what' of effective online discussions, but we would argue that this should be the case for all those engaged in critiquing and discussing the work of others regardless of the subject under study. The abilities required to critique the work of others, and to contribute to meaningful discussions, are of limited value if they are not communicated in a manner which is appropriate in terms of the sensitivities of the other participant(s).

Level 1: Basic

Example:

I agree. Good work. :)

The example of the 'basic' level is a typical example of a student who has not yet developed a critical faculty and/ or is reluctant to critique a group member's work. The student has simply stated her agreement and praised the work of her group member. Apart from the fact that areas for improvement are usually to be found, the source of agreement and the reasons for it constituting good work are not explored. Two to three weeks into the subject, students received formative evaluation on their initial online postings, feedback and discussions and they were encouraged to go beyond the basic level in order to effectively critique one another's work and to facilitate deeper learning within the group. Students were also reminded that online discussions that remained at the basic level would result in a fail grade.

Level 2: Extended basic

Example:

I'm not sure about your analysis. I think finish has a lexical presupposition, i.e. recording has started before this utterance is spoken.

The example of the 'extended basic' level shows a student disagreeing with the analysis of her group member, being introduced with the hedged disagreement marker I'm not sure about ....The student then introduces her own version of the analysis with the hedged opinion marker, I think. This level of online discussion is a bare pass for a year one student, and is a fail for a third year student because of two serious lacks. First, the student has not detailed the perceived shortcomings in her group member's analysis backed with reasons of her own and/or from the literature. Second, the student has not explained in detail her analysis and how it differs from her group member's analysis. Again, this explanation could be supported with reasons and, preferably, with reference to the literature.

Level 3: Particularized

Example:

I partly agree with Connie's analysis. My analysis is different in the following way. For point 8 'could you get in touch with Ada' is a negative politeness. It is because 'could you' is a hedge. The speaker is trying to be more cautious with what he said. Instead of directly saying that 'Please get in touch with Ada' he is avoiding going straight to the point by using the word 'could'. Therefore, in this utterance, I think it is both a hedge and a question. Hence there are 2 negative politeness in this utterance.

The 'particularized' level is exemplified with feedback which begins with a hedged disagreement, I partly agree, with the group member's analysis. At this level, the student can be seen to more clearly distinguish her analysis from that of her group member. She provides an explanation for her alternative analysis, which is both clear and detailed with reference to the data under analysis. The student again hedges her own analysis with the opinion marker I think.

Level 4: Extended particularized

Example:

If you don't mind adding a few words, maybe you can add one or two sentences in the beginning saying that: the three concepts are highly interrelated (Lustig and Koester, 1999) and the consequences of the second and third terms are due to the magnifying of negative attitude/ judgment of the previous term (stereotype > prejudice > discrimination). Although your example has shown this, adding supporting material from the literature will make it more salient, powerful and systematic. Also, if you want to go beyond the question, will you consider adding the term racism after your explanation of discrimination. Racism shows the magnitude of violence that evolves out of stereotypes and prejudice according to Lustig and Koester and I think it shows how important it is to know and understand other cultures and if we neglect other cultures the consequences may be terrible.

The example of the 'extended particularized' level shows a student suggesting that her group member improve her analysis by extending her initial discussion, and this student refers her to a useful reference. This suggestion is introduced by means of if you don't mind adding a few words, maybe ... which serves to soften the suggestion. The writer also explains in detail why this suggestion would improve the original work. Students are encouraged to pursue their analysis beyond the activity guidelines and the writer here encourages her group member to do so when she writes if you want to go beyond the question, will you consider adding .... This hedged suggestion is again supported with reference to a related study and a reason for adding this additional perspective is provided after a hedged opinion maker, I think ....

Level 5: Relational

Example

Thanks for your comments. Yes, you have mentioned a very good point and I agree with you that Hong Kong Chinese are westernized to some extent and thus, the effect of Confucius is somehow offset. I still think Confucius ideas are rooted in our minds and so I agree with Bond (1986) analysis of Confucianbased societies applies to Hong Kong as well ... So while our generation is more westernized, I would argue that we are still influenced by Confucius even it is weaker than for the old generation ...

The next level, 'relational', begins with the writer drawing a conclusion, by way of a summary, using the feedback that she has received in previous peer postings. The writer positively acknowledges the points raised by her group members before effectively rejecting them in favor of her own analysis. Her position is introduced with a hedge I still think ... (i.e. it is her own opinion), and she supports her position with reference to the literature which she further elaborates on. Her concluding statement again acknowledges the comments made by her group members, so while our generation is more westernized ..., before restating her own position introduced with a hedged opinion marker, I would argue that ....

Level 6: Extended to real-life contexts

Example:

Thanks for your suggestions. For part 1 I have added the point of racism which Mani raised. I also added sentences talking about the magnifying of negative feeling underlying these terms and quote Lustig and Koester as you mentioned.

In part two, both of you suggested the same point and I think it is useful to add a few sentences about how to counter cultural biases in a general sense and I find Tang & Kirkbride and Scollon & Scollon useful to quote on this.

In the first example, I still think that talking about the "facts" is necessary since they are points which made me change my attitude towards Indonesians and made me feel sorry for them. This is something even you and other readers may not know and I'm trying to impress upon the reader the surprising 'truth' as well. I agree with you that I felt the Indonesians were being noisy but from that incident onwards I stared(sic) to think from their aspect.

As Anna raised the point that I might talk about "know more about them and their cultures through having more contacts with these people", I want to make it clear that I did come into direct contact with them but what I found out is something other than their culture, which is related to their economy and their society. I believe my way to counter my cultural biases towards them is through knowing the reasons behind and think from their point of view instead of just knowing more about their culture. It is because my cultural biases towards them are simply based on first impression and prejudice before coming into real contact that resulted in cultural misunderstanding.

For example 2, from my point of view, Chinese are always suppressed and looked down on by foreigners and my first reaction toward being discriminated against is to protect my cultural values and uphold my culture. Maybe you're right that from the aspect of effective communication, it fails to build up a friendly atmosphere. However, I believe the very first step for the minority group is not to be threatened by other culture and I think I did it successfully. Only after building up a confidence of one's culture, can an equal status communication be established.

The last level, 'extended to real-life contexts', is necessarily rather lengthy as this level is the most demanding for students. It can be seen that this writer is very skillful when it comes to concluding the discussion and summarizing the feedback. She goes through the main points raised and provides reasons for both acceptance and rejection of the suggestions made by her group members. This process is sensitively handled with hedges (e.g. I still think ..., I believe ..., from my point of view ...) and softening prefaces (e.g. this is something even you and other readers may not know ..., I agree with you in that I felt the Indonesians were being noisy but ..., Maybe you're right that from the aspect of effective communication, it fails to build up a friendly atmosphere. However ...). The writer also draws on the literature and then, towards the end, goes on to make associations with her own real-life experiences which serve to underscore her arguments in a very meaningful and illuminating way.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم العلاقات العامة يختتم فعاليات محطات فتية الكفيل الثقافية في محافظة نينوى

ما الخدمات التي قدّمها موكب أشبال الطفّ لزائري عاشوراء؟

العتبة العباسية المقدسة تنظّم مسيرات عزائية لإحياء ذكرى عاشوراء في نينوى

قسم الشؤون الفكرية يحيي ذكرى استشهاد الإمام الحسين (عليه السلام) في القارة الإفريقية

المزيد

الآخبار الصحية

تناول الجبن.. مفيد للجسم أم خطر يهدد صحتك؟

طبيبة أسنان تحذر.. لا تتجاهل هذه العلامة بعد التنظيف

يجب أن تأكل المزيد من الشمام هذا الصيف.. إليك السبب ؟

تأثير صحي كبير.. كم بيضة يجب أن تتناول يوميا؟

المزيد

الآخبار التكنلوجية

أداء خلايا البيروفسكايت الشمسية تحت الماء قد يزيد كفاءة تحويل الكهرباء

مسافة الأمان: أساس القيادة الآمنة وتجنب الحوادث

هل القيادة السريعة تعني استهلاك اكثر للوقود؟

لماذا يعتبر كوكب المريخ غير صالح للحياة؟

المزيد

مواضيع ذات صلة

Appendix Taxonomy for Design Assessment

Conclusions of The Impact of Assessment Modes on Collaborative Group Design Projects

A SOLO taxonomy of achievement in student design projects

The collaborative structures of Atelier Geelong teams

Atelier Geelong The assessment of a group design project

The Impact of Assessment Modes on Collaborative Group Design Projects Establishing best-practice principles for the teaching and assessment of group design projects

Conclusions and implications of Online Collaborative Learning and Assessment

Analysis of reflective texts

Analysis of language used in discussion forum

Students suggestions

Comparing first and third-year students

Overall positive experiences