scholarly journals Profiling individual discussants’ behaviours in online asynchronous discussions

2006 ◽  
Vol 32 (2) ◽  
Author(s):  
Elizabeth Murphy ◽  
Maria A Rodriguez Manzanares
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Summative Assessment ◽  
Problem Formulation ◽  
Asynchronous Discussion ◽  
Asynchronous Discussions ◽  
Online Asynchronous Discussion ◽  
Instructional Contexts ◽  
Individual Profiles

This paper provides an illustrative example of an approach to creating and reporting individual profiles of engagement in particular behaviours in an online asynchronous discussion (OAD). Individual results of analysis of transcripts of an OAD can provide insights different from those gained by focusing on aggregate measures of group behaviours. In this case, we focused on individual behaviours associated with Problem Formulation and Resolution (PFR) in a one-month long OAD with seven graduate students. The transcripts of each participant were analysed for patterns of PFR behaviours using a previously designed instrument. Individual profiles of the seven participants were created. The paper provides examples of how the approach facilitated identification and comparison of individual weaknesses and strengths. Also provided are examples of how individual profiles might be useful in professional development and instructional contexts for formative or summative assessment purposes.

scholarly journals Identifying Sources of Difference in Reliability in Content Analysis

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Elizabeth Murphy ◽  
Justyna Ciszewska-Carr
Keyword(s):  
Content Analysis ◽  
Problem Formulation ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
Quantitative Content ◽  
Training And Research ◽  
Detailed Level ◽  
Online Asynchronous Discussion ◽  
The Difference

<P class=abstract>This paper reports on a case study which identifies and illustrates sources of difference in agreement in relation to reliability in a context of quantitative content analysis of a transcript of an online asynchronous discussion (OAD). Transcripts of 10 students in a month-long online asynchronous discussion were coded by two coders using an instrument with two categories, five processes, and 19 indicators of Problem Formulation and Resolution (PFR). Sources of difference were identified in relation to: coders; tasks; and students. Reliability values were calculated at the levels of categories, processes, and indicators. At the most detailed level of coding on the basis of the indicator, findings revealed that the overall level of reliability between coders was .591 when measured with Cohen&rsquo;s kappa. The difference between tasks at the same level ranged from .349 to .664, and the difference between participants ranged from .390 to .907. Implications for training and research are discussed.</P> <P><B>Keywords:</B> content analysis; online discussions; reliability; Cohen's kappa; sources of difference; coding</P>

ROSES: Remote Online Sessions for Emerging Seismologists

2021 ◽  
Author(s):  
Fransiska K. Dannemann Dugick ◽  
Suzan van der Lee ◽  
Germán A. Prieto ◽  
Sydney N. Dybing ◽  
Liam Toney ◽  
...  
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Lessons Learned ◽  
Development Programs ◽  
Content Structure ◽  
Course Content ◽  
Technical Requirements ◽  
Online School ◽  
Professional Development Programs ◽  
Advanced Graduate

Abstract In response to a pandemic causing the cancellation of numerous professional development programs for emerging seismologists, we successfully planned, promoted, and executed an 11 week online school for advanced graduate students worldwide during the summer of 2020. Remote Online Sessions for Emerging Seismologists included 11 distinct lessons focused on different topics in seismology. We highlight the course content, structure, technical requirements, and participation statistics. We additionally provide a series of “lessons learned” for those in the community wishing to establish similar programs.

scholarly journals Contrasting syntactic and semantic units in the analysis of online discussions

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
Elizabeth Murphy ◽  
Justyna Ciszewska-Carr
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
Review Of Literature ◽  
Data Set ◽  
Learning Module ◽  
Units Of Analysis ◽  
Online Asynchronous Discussion

<span>This paper reports on a study which contrasts results obtained using semantic and syntactic units of analysis in a context of content analysis of an online asynchronous discussion. The paper presents a review of literature on both types of units. The data set consisted of 80 messages posted by ten participants in an online learning module. Data were coded twice by two coders working independently. In the first instance, each coder divided all messages into semantic units and then coded those units. The second coding was conducted on the basis of a syntactic unit of a paragraph. Analysis at the level of the whole group showed little difference in results between the two types of coding. At the level of individual participants, those differences were greater. Results are discussed within a framework of reliability, capability of the unit to discriminate between behaviors, feasibility of different units, and their identifiability. Implications for research are discussed.</span>

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

scholarly journals Novel Courses for the Professional Development of Graduate Students: Results and Reflection

2020 ◽  
Author(s):  
Michael Matthews ◽  
Gina Kunz ◽  
Kevin Brock ◽  
Darin Freeburg
Keyword(s):  
Professional Development ◽  
Graduate Students

scholarly journals Professional Development Tutoring: Comparing Italian and International Models

2018 ◽  
pp. 249-263
Author(s):  
Alessandra Romano
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Comparative Research ◽  
Green Paper ◽  
Different Types ◽  
Organizational Action ◽  
University Classrooms

The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classrooms

scholarly journals Revalidation for general practitioners: randomised comparison of two revalidation models

BMJ ◽  
2004 ◽  
Vol 328 (7441) ◽  
pp. 687-691 ◽  
Author(s):  
David Bruce ◽  
Katie Phillips ◽  
Ross Reid ◽  
David Snadden ◽  
Ronald Harden
Keyword(s):  
Professional Development ◽  
Primary Care ◽  
General Practitioners ◽  
Outcome Measures ◽  
Continuing Professional Development ◽  
Summative Assessment ◽  
Educational Outcome ◽  
Acceptable Model ◽  
Patient Groups ◽  
Positive Effect

AbstractObjective To compare two models of revalidation for general practitioners.Design Randomised comparison of two revalidation models.Setting Primary care in Tayside, Scotland.Participants 66 Tayside general practitioners (principals and non-principals), 53 of whom completed the revalidation folders.Interventions Two revalidation models: a minimum criterion based model with revalidation as the primary purpose, and an educational outcome model with emphasis on combining revalidation with continuing professional development.Main outcome measures Feasibility and acceptability of each approach and effect on the doctor's continuing professional development. The ability to make a summative judgment on completed models and whether either model would allow patient groups to have confidence in the revalidation process.Results The criterion model was preferred by general practitioners. For both models doctors reported making changes to their practice and felt a positive effect on their continuing professional development. Summative assessment of the folders showed reasonable inter-rater reliability.Conclusions The criterion model provides a practical and acceptable model for general practitioners to use when preparing for revalidation.

The Ethos of Online Publishing

2019 ◽  
pp. 884-901
Author(s):  
Joe Erickson ◽  
Kristine Blair
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Team Development ◽  
Academic Publishing ◽  
Online Publishing ◽  
Development Team ◽  
Curricular Development ◽  
Digital Texts ◽  
Print Publications

This chapter argues that online academic journals are not only a legitimate venue and sustainable source of disciplinary inquiry, but an important professional development opportunity for graduate students as future faculty and are therefore crucial to maintaining a discipline's ethos. The authors begin by reviewing the ethos of individually produced print publications in the humanities, paying particular attention to the value such publications hold in helping scholars earn tenure and promotion. The authors then posit that efforts within the rhetoric and writing scholarly community to recognize the collaborative nature of multimodal digital texts and to advocate for the collaborative production of such digital texts, which has helped such scholarship achieve a higher level of ethos over the past two decades. Emphasizing the role of graduate students in these ongoing efforts, the authors conclude by recommending three benchmarks developing and advanced scholars should implement to increase their own professional development and thus the ethos of online academic publishing: curricular development, team development, and dissertation research.

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