Using the interact system model to analyze computer mediated communication during a small group problem-solving task

The Interact System Model (ISM) developed by Fisher and Hawes (1971) for the analysis of face-to-face communication during small-group problem solving activities was used to study online communication. This tool proved to be of value in the analysis, but the conversation patterns reported by Fisher (1980) did not fully appear in the online environment. Participants displayed a habit of "being too polite" and not fully voicing their disagreements with ideas posed by others. Thus progress towards task completion was slow and incomplete.

An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

A content analysis method to measure critical thinking in face-to-face and computer supported group learning

This paper gives a detailed account of the content analysis method developed at Queen's University Belfast to measure critical thinking during group learning, as used in our controlled comparisons between learning in face-to-face and computer conference seminars. From Garrison's 5 stages of critical thinking, and Henri's cognitive skills needed in CMC, we have developed two research instruments: a student questionnaire and this content analysis method. The content analysis relies on identifying, within transcripts, examples of indicators of obviously critical and obviously uncritical thinking, from which several critical thinking ratios can be calculated.

Time signatures of impulsively generated coronal fast wave trains

Impulsively generated short-period fast magneto-acoustic wave trains, guided by solar and stellar coronal loops, are numerically modelled. In the developed stage of the evolution, the wave trains have a characteristic quasi-periodic signature. The quasi-periodicity results from the geometrical dispersion of the guided fast modes, determined by the transverse profile of the loop. A typical feature of the signature is a tadpole wavelet Spectrum: a narrow-spectrum tail precedes a broad-band head. The instantaneous period of the oscillations in the wave train decreases gradually with time. The period and the spectral amplitude evolution are shown to be determined by the steepness of the transverse density profile and the density contrast ratio in the loop. The propagating wave trains recently discovered with the Solar Eclipse Coronal Imaging System (SECIS) instrument are noted to have similar wavelet spectral features, which strengthens the interpretation of SECIS results as guided fast wave trains.