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Collaborative Learning Through Computer Conferencing pp 117–136Cite as

Computer Conferencing and Content Analysis

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Part of the book series: NATO ASI Series ((NATO ASI F,volume 90))

Abstract

The chapter presents a framework and analytical model that could be used by educators for a better understanding of the learning process and of the riches available in the content of CMC messages. The analytical model was developed to highlight five dimensions of the learning process exteriorized in messages: participation, interaction, social, cognitive, and metacognitive dimensions. These dimensions were chosen because they pertain to the work of an educator in dealing with a group of distance learners, and because of their connection with the cognitive approach to the learning process. The point is that CMC messages are polysemic, and that content analysis helps us to understand the learning process and offers data useful to improving the efficacy of interaction with students. The analytical model appears capable of promoting and supporting a collaborative learning process.

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Author information

Authors and Affiliations

  1. Télé-Université, Université du Québec, Montréal, Québec, Canada

    France Henri

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  1. France Henri
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Editor information

Editors and Affiliations

  1. Institute of Educational Technology, Open University, Walton Hall, Milton Keynes, MK7 6AA, UK

    Anthony R. Kaye

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© 1992 Springer-Verlag Berlin Heidelberg

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Henri, F. (1992). Computer Conferencing and Content Analysis. In: Kaye, A.R. (eds) Collaborative Learning Through Computer Conferencing. NATO ASI Series, vol 90. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77684-7_8

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  • DOI: https://doi.org/10.1007/978-3-642-77684-7_8

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-77686-1

  • Online ISBN: 978-3-642-77684-7

  • eBook Packages: Springer Book Archive

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