| Previous research has shown the importance of social interaction during students' learning processes. However, research in the field of asynchronous online learning has focused on students' perceived learning using survey-based methods of examining this crucial learning activity/event. This study goes beyond student perceptions of online learning experiences, satisfactions, and attitudes, and examines the actual participation and dynamics that occur in conference discussions. A conversation analysis approach was used to investigate the social interactions in two online graduate-level English grammar classes offered at a medium-sized research university. A case study method was adopted for qualitatively and quantitatively analyzing online transcripts.; Student postings from both classes were rated using a newly developed Gricean Cooperative Principle (CP) scoring rubric to determine student participation as determined by Grice's four maxims: Quantity, Quality, Relevance, and Manner. Online interactions between the course instructor and students were also evaluated using a revised Instructional Conversation (IC) rating instrument among conference discussions and between two classes. Interrater reliability tests were conducted to ensure rating consistency and objectivity of the rating instruments.; Results suggest that Grice's Quality maxim is the most important criterion for predicting direct responses to a posting. Students in both classes with high Quality scores also received higher final course grades than did their counterparts. In addition, in both courses students with high scores for Grice's Manner maxim also earned higher final grades than did their counterparts. For the smaller class, a significant correlation was found between the instructor's interaction and IC ratings, indicating that IC analysis can be used as a tool to tailor course delivery and teaching methodology for the asynchronous online environment. In the larger class, a significant correlation was found between the number of instructor contributions and the number of student responses, suggesting that instructor participation can generate a higher level of active student participation. |
