Computer Conferencing and Content Analysis

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.