Examining patterns of student participation in online discussion boards by Annie Hoekman BS

108 Pages·2017·1.76 MB·English

Examining patterns of student participation in online discussion boards

by

Annie Hoekman

B.S., Kansas Wesleyan University, 2003
M.B.A., Kansas Wesleyan University, 2005

AN ABSTRACT OF A DISSERTATION

submitted in partial fulfillment of the requirements for the degree

DOCTOR OF PHILOSOPHY

Department of Educational Leadership
College of Education

KANSAS STATE UNIVERSITY
Manhattan, Kansas

2017
Abstract
This research examined the nature of the patterns of communication of discussion board
users who were enrolled in undergraduate level online courses. For purpose of analysis, this
study used Norman Fairclough’s Critical Discourse Analysis (CDA) framework (1992). Data
were collected from discussion board posts of eight undergraduate online courses that were
offered by a small, private, religiously-affiliated, liberal arts university. An examination of these
data was further informed by Garrison, Anderson, & Archer (1999) Community of Inquiry
model. Using Garrison et al.’s ideas, the researcher described the nature of the interactions
between students and faculty with respect to social, cognitive, and teaching presence in online
discussion boards.
The findings of this research suggest that understanding the presence of social, cognitive,
and teaching presence as well as the nature of the patterns of communication in the discourse is
important in developing quality distance education discussion boards. More specifically, they
showed that evidence of social and teaching presence was regularly present in an examination of
the online discussion boards. Conversely, the data showed very few examples of cognitive
presence. Based upon the findings of this research, ideas for how constituents of online
education can continue with and improve upon the practices found here relative to social and
teaching presence as well as how to re-envision and improve upon cognitive presence and
overall-intention for discussion boards were also offered.
Examining patterns of student participation in online discussion boards

by

Annie Hoekman

B.S., Kansas Wesleyan University, 2003
M.B.A., Kansas Wesleyan University, 2005

A DISSERTATION

submitted in partial fulfillment of the requirements for the degree

DOCTOR OF PHILOSOPHY

Department of Educational Leadership
College of Education

KANSAS STATE UNIVERSITY
Manhattan, Kansas

2017

Approved by:

Major Professor
Dr. W. Franklin Spikes
Copyright
© Annie Hoekman 2017.
Abstract
This research examined the nature of the patterns of communication of discussion board
users who were enrolled in undergraduate level online courses. For purpose of analysis, this
study used Norman Fairclough’s Critical Discourse Analysis (CDA) framework (1992). Data
were collected from discussion board posts of eight undergraduate online courses that were
offered by a small, private, religiously-affiliated, liberal arts university. An examination of these
data was further informed by Garrison, Anderson, & Archer (1999) Community of Inquiry
model. Using Garrison et al.’s ideas, the researcher described the nature of the interactions
between students and faculty with respect to social, cognitive, and teaching presence in online
discussion boards.
The findings of this research suggest that understanding the presence of social, cognitive,
and teaching presence as well as the nature of the patterns of communication in the discourse is
important in developing quality distance education discussion boards. More specifically, they
showed that evidence of social and teaching presence was regularly present in an examination of
the online discussion boards. Conversely, the data showed very few examples of cognitive
presence. Based upon the findings of this research, ideas for how constituents of online
education can continue with and improve upon the practices found here relative to social and
teaching presence as well as how to re-envision and improve upon cognitive presence and
overall-intention for discussion boards were also offered.
Table of Contents

List of Figures ................................................................................................................................ ix
List of Tables .................................................................................................................................. x
Acknowledgements ........................................................................................................................ xi
Dedication ..................................................................................................................................... xii
Chapter 1 - Introduction .................................................................................................................. 1
Background ................................................................................................................................. 1
Rationale for the Study ............................................................................................................... 5
Statement of the Problem ............................................................................................................ 6
Statement of Purpose .................................................................................................................. 6
Research Questions ..................................................................................................................... 7
Significance of the Study ............................................................................................................ 7
Limitations of the Study ............................................................................................................. 7
Assumptions of the Study ........................................................................................................... 8
Definitions .................................................................................................................................. 8
Methodology ............................................................................................................................... 9
Summary ................................................................................................................................... 10
Chapter 2 - Literature Review ....................................................................................................... 11
An Overview of the Field of Adult Education in the United States ......................................... 11
The Early Colonial Period (1600-1779) ............................................................................... 11
The Period of the Civil War to World War I (1860-1920) ................................................... 13
The Period of the Modern Era (1921-1961) ......................................................................... 15
The Period of the Modern Era to Present (1960 – 2016) ...................................................... 18
Distance Education ............................................................................................................... 19
Community of Inquiry .............................................................................................................. 20
Summary ................................................................................................................................... 30
Chapter 3 - Methodology .............................................................................................................. 31
Background ............................................................................................................................... 31
Purpose and Significance of this Study .................................................................................... 32
vi
Research Questions ................................................................................................................... 33
Research Environment .............................................................................................................. 33
Data and Data Collection .......................................................................................................... 35
Courses ...................................................................................................................................... 35
Course 1 ................................................................................................................................ 36
Course 2 ................................................................................................................................ 36
Course 3 ................................................................................................................................ 37
Course 4 ................................................................................................................................ 38
Course 5 ................................................................................................................................ 39
Course 6 ................................................................................................................................ 39
Course 7 ................................................................................................................................ 40
Course 8 ................................................................................................................................ 41
Data Analysis ............................................................................................................................ 42
Analysis Process ................................................................................................................... 46
Researcher’s Role ..................................................................................................................... 49
Subjectivity Statement .......................................................................................................... 50
Summary ................................................................................................................................... 52
Chapter 4 - Results ........................................................................................................................ 53
Synthesis ................................................................................................................................... 53
Summary ................................................................................................................................... 59
Chapter 5 - Conclusions and Implications .................................................................................... 60
Summary of the Research ......................................................................................................... 60
Discussion of the Findings ........................................................................................................ 63
Teaching Presence................................................................................................................. 63
Social Presence ..................................................................................................................... 65
Cognitive Presence ................................................................................................................ 67
Research Question 1 ............................................................................................................. 69
Research Question 2 ............................................................................................................. 71
Research Question 3 ............................................................................................................. 73
Implications and Future Research ............................................................................................. 75
Conclusion ................................................................................................................................ 76
vii
References ..................................................................................................................................... 78
Appendix A - IPEDS Snapshot Enrollment Data ......................................................................... 85
Appendix B - IRB Letter of Approval – Kansas State University ................................................ 86
Appendix C - IRB Letter of Approval – Participating University ................................................ 87
Appendix D - Data Sample ........................................................................................................... 88
Appendix E - Holistic Codes from First Round Coding ............................................................... 89
Appendix F - Sample Analytic Memos ........................................................................................ 93

viii
List of Figures

Figure 1. Diagram of Community of Inquiry Framework ............................................................ 22
Figure 2. Fairclough’s Three-Dimensional Discourse Analysis Framework ............................... 45

ix
List of Tables

Table 1. Summary of Courses ....................................................................................................... 42

x