Hillman, D. C. A. (1996). Improved coding and data management for discourse analysis: A case study in face-to-face and computer-mediated classroom interaction.Doctoral dissertation, University of Cambridge, Cambridge.

Abstract

The author created tools to facilitate the analysis of large amounts of discourse data, using commonly available Macintosh software and hardware. He also developed a coding system, based on Bellack et al.'s (1966) system of pedagogical moves, to study patterns of interaction.

Using these new programs and coding system, the text of all spoken or written discourse from four face-to-face (FTF) courses and two courses taught via computer-mediated communications (CMC) was analysed. This represented the equivalent of 130 hours of classroom discourse, or over 52,000 sentences.

The subjects for this study were the teachers and students at New York University's School of Continuing Education and New York University's Virtual College.

The interaction patterns in the CMC courses resembled discussion whereas the patterns in the FTF courses resembled recitation. Although researchers have viewed FTF classroom discussion and asynchronous CMC as potentially effective ways to foster collaborative learning environments (e.g., Berge & Collins, 1995; Mason & Kaye, 1989; Moll, 1990), it had been difficult to compare discourse across different courses and modes of delivery. With the creation of these programs, however, it is now possible to perform such analyses on a large scale.

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