Collaborative process analysis coding scheme (CPACS): Examining the macro- and micro- level of students' discourse in a virtual world

Journal article


Kennedy-Clark, Shannon and Thompson, Kate. (2013) Collaborative process analysis coding scheme (CPACS): Examining the macro- and micro- level of students' discourse in a virtual world. International Journal of Virtual and Personal Learning Environments. 4(2), pp. 19 - 49. https://doi.org/10.4018/jvple.2013040102
AuthorsKennedy-Clark, Shannon and Thompson, Kate
Abstract

The purpose of this paper is to demonstrate the value of using discourse analysis to understand users’ interactions in a scenario-based virtual environment. This study investigated six dyads’ synchronous discourses while they worked side-by-side to plan and implement goal-related decisions in a virtual inquiry. The Collaborative Process Analysis Coding Scheme (CPACS) was adopted for the analysis. The cumulative analysis indicates that the participants in the control group spent more time on average defining the problem and developing solutions, and spent less time off task than the participants in the experimental condition. Overall, the pairs that were able to plan goals, reflect on past experiences and use the workbooks were better able to progress through the inquiry.

Year2013
JournalInternational Journal of Virtual and Personal Learning Environments
Journal citation4 (2), pp. 19 - 49
ISSN1947-8518
Digital Object Identifier (DOI)https://doi.org/10.4018/jvple.2013040102
Scopus EID2-s2.0-84887455137
Page range19 - 49
Research GroupLearning and Teaching Centre
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https://acuresearchbank.acu.edu.au/item/85913/collaborative-process-analysis-coding-scheme-cpacs-examining-the-macro-and-micro-level-of-students-discourse-in-a-virtual-world

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