Using Code-Recode to Measure Students Critical Thinking Online within Asynchronous Small Group Collaborative Learning Environment

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Oriogun, P. & Cave, D. (2008). Using Code-Recode to Measure Students Critical Thinking Online within Asynchronous Small Group Collaborative Learning Environment. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 1105-1111). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28528.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Peter Oriogun, London Metropolitan University, United Kingdom; Diana Cave, Accenture, Consulting - Systems Integration & Technology, User Experience, United Kingdom

Abstract

In this article we mapped a relatively new approach developed at London Metropolitan University called SQUAD, directly with the practical inquiry cognitive presence model to realise critical thinking aspects for our software engineering students in Hong Kong on a franchised basis. We empirically examine the CMC transcripts of a group of 5 students undertaking a final year software engineering module (course) in Hong Kong. The examination of the CMC transcripts involve conducting content analysis on 62 posted messages by these students throughout the first semester of 2007/2008, in the form of code-recode. We argue in this article that our direct mapping of the SQUAD categories with the cognitive presence will assist in providing strategies for increasing the number of responses in the “integration” and “resolution” categories of the cognitive presence model in order to reduce the number of responses categorised as “other”. We also briefly evaluate the SQUAD software prototype.

Keywords

• Students
• Engineering
• Cognition
• Integration
• Software

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