Appendix 1

TRIGGERING EVENTS

Descriptor / Indicators / Sociocognitive Processes / Modifications
EVOCATIVE / Recognizing the problem
Sense of puzzlement / Presenting background information
that culminates in a question
Asking questions
Messages that Take discussion in a
new direction / *Asking questions does not necessarily
indicate triggering. If the person is
using questions to try and evoke a
response, triggering may be the
appropriate code. If the questions are
asked in an assertive or rhetorical way,
coding up might be more appropriate.

Example: It has been argued that the only way to deliver effective distance education is through a systems approach. However, this approach is rarely used. Why do you think that is?

EXPLORATION

Descriptor / Indicators / Sociocognitive Processes / Modifications
INQUISITIVE / Divergence – within the
online community
Divergence – within a
single message
Information exchange
Suggestions for
consideration
Brainstorming
Leaps to conclusions / Unsubstantiated contradiction of
Previous ideas
Many different ideas/themes
presented in one message
Personal narratives/descriptions/
facts (not used as evidence to
support a conclusion)
Author explicitly characterizes
Messages as exploration – e.g.,
“Does that seem about right?” or
“Am I way off the mark?”
Adds to established points but
Does not systematically defend/
justify/develop addition
Offers unsupported opinions / *If the multiple ideas/themes presented in
one message relate and connect with one
another and are laid out in a logical,
flowing manner the message should not be
coded down solely due to divergence.
*Personal narratives are utterances about
one’s personal life that could easily be
omitted without altering the message being
sent. Personal narratives alone, without the
support of other exploration indicators,
should not be coded as exploration.
*Indicators of brainstorming include
Messages such as: “I think” “Maybe”
“Might be” “We could..”
*Author can support their own opinions
with additional opinions if they develop a
justifiable and defendable argument.
Otherwise, additional information from
various sources are needed. Look for terms
such as “I believe” “I think” “My opinion”

Example: One reason I think it is seldom used is that it is too complicated to get cooperation. Another may be that the mind-sets of those in charge to change practices.

INTEGRATION

Descriptor / Indicators / Sociocognitive Processes / Modifications
TENTATIVE / Convergence – among
group members
Convergence – within
a single message
Connecting ideas,
synthesis
Creating solutions / Reference to previous message
Followed by substantiated agreement,
e.g., “I agree because….”
Building on, adding to others’ ideas
Justified, developed, defensible, yet
tentative hypotheses
Integrating information from various
sources – textbooks, articles, personal
experience
Explicit characterization of message
as a solution by participant / *Agreeing/disagreeing with a previous
message applies if, and only if, it is
followed by substantiated and developed
reasoning as to why they have come to
that conclusion. If simply disagreeing or
agreeing the student must justify as to
why they are taking that stance.
*Re-phrasing what another student has
said does not fall under this category
(even if the unit being re-phrased did)
unless there is a clear and developed
addition
*Simply referencing a source does not
qualify unless there is a developed
connection
*Personal experience is something that
the student has gone through that has a
clear and distinct connection to the
content being discussed.
*The student should be using at least 2
sources. For personal experience to
count as a source it must be clearly
related to a theory, idea or subject that
relates to the assignment and also be
accompanied by a different source.
*The main factors used to distinguish
between exploration and integration
were unsupported vs. supported
statements/opinions.

Example: We also had trouble getting cooperation. Often the use of new tools requires new organizational structures. We addressed these issues when we implemented a systems approach, and I think that’s why we were successful.

RESOLUTION

Descriptor / Indicators / Sociocognitive Processes / Modifications
COMMITTED / Vicarious applications to
real world
Testing solutions
Defending solutions / None
Coded / *Resolution mimics the research process.
Participant must first develop a hypotheses,
test their given solutions and then defend and
explain the results.

Example: A good test of this solution would be to… and then assess how…

OTHER: An “other” category was developed in order to provide coding criteria for utterances made that do not fit into any other category. These include messages that are social in context; “Did you watch the game” message that are vague; “very thought provoking, thanks” and messages that are mechanical or organizational; “I’ll type the summary.”