Content analysis: What are they talking about?
Jan Willem Strijbos, Rob Martens, Frans Prins, Wim Jochems
To cite this version:
Jan Willem Strijbos, Rob Martens, Frans Prins, Wim Jochems. Content analysis: What are
they talking about?. Computers and Education, Elsevier, 2006, 46, pp.29-48.
HAL Id: hal-00703890
https://hal.archives-ouvertes.fr/hal-00703890
Submitted on 4 Jun 2012
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a.
b.
c.
d.
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f.
g.
Comma
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Colon
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The word ‘and’
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coding categories).
4. When determining whether a part of a compound sentence can be regarded as a
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a. It is allowed to ignore the words that form the collocation;
b. It is not allowed to add mentally a ‘finite form’ or ‘verbs’, if it has not been written.
c. It is not allowed to leave out words that are written;
d. It is allowed to mentally rearrange the order of ‘verbs’ and ‘finite form’ to create a
‘meaningful’ sentence;
e. In case parts of a compound sentence share a conditional relationship, those
parts are not regarded as separate segments;
f. Statements between brackets are often in a telegraphic style, and thus they are
difficult to rearrange in a ‘meaningful’ sentence. If either the ‘finite form’ or ‘verb’
is missing, the statement between parentheses will be regarded as a separate
segment. The statement is not regarded as a separate segment if both are
missing;
g. Citations and hyperlinks that are included in the message are segmented
according to the previous rules and examples below (see point five of this
procedure that addresses the handling of summations (including summations of
hyperlinks);
h. If an abbreviation is used in the middle of a sentence, the sentence is not split
after the ‘full stop’ at the end of that abbreviation;
i. An introductory statement, two or three words, is not regarded as a separate
segment (even if placed as such by the author) and is added to the next
4C
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sentence that it introduces;
An introductory sentence is regarded as a separate segment.
5. Segmentation of summations: textual and lists (or bullets):
a. If the majority of statements in a summation can be regarded as a ‘meaningful’
sentence in itself, each statement is treated as a separate segment;
b. If the majority of statements in a summation can not be regarded as a
‘meaningful’ sentence in itself, all statements are treated as one segment;
c. If half of the statements in a summation can be seen as a ‘meaningful’ sentence
in itself, all statements are treated as a separate segment;
d. In case the introductory sentence of a summation can be regarded as a
‘meaningful’ sentence in itself, this sentence is regarded as a separate segment.
If not, this sentence is added to the first statement of the summation;
e. If the main point in a summation is divided in sub points (e.g. 2.1, 2.2 etc.), than
the above rules (see a, b, c) apply. An exception is the ‘claw construction’ in a
summation: the main point and sub points comprise separate segments and the
sentences in between can be regarded as a ‘meaningful’ sentence in itself. They
are not directly part of the summation and thus behave as an appropriation in a
summation.
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Figure 3
Code
Main
TC
Sub
G
TC
TU
TC
TS
TC
AU
TC
AS
TC
TAU
TC
TAS
TN
G
TN
S
TN
R
TS
G
TS
GR
TS
IN
NT
A
NT
T
NT
S
NT
M
NOC
Description
All statements with (a) a choice with no reference to time, the
group or individuals; (b) coordination, but time nor activity, is
indicated; (c) asking for a reaction but the object is unclear; (d)
request a life sign from group members; (e) information on
contextual factors that affects individual contribution to group
work.
All types of statements regarding coordination in time, where time
is indicated unspecifically.
All types of statements regarding coordination in time, where time
is indicated specifically.
All types of statements regarding coordination on activity, where
the activity is (to be or was) performed by the group.
All types of statements regarding coordination on activities or
division of activities, where is indicated specifically who will
perform that activity (i.e., by persons or by a (sub) group).
All types of statements regarding coordination in time and
activities or division of activities, where either time, division or
both are indicated unspecifically.
All types of statements regarding coordination in time and
activities or division of activities, where time and division are both
are indicated specifically.
All types of statements that concern the general goal, or
assessment criteria regarding the group assignment.
All types of statements that concern the content of the task (i.e.,
analysis of a policy problem) such as questions, comments,
requests, providing information, information sources, content
issues, discussion of that content, and so forth.
All statements that concern the layout, structure and revision of
the policy report.
All statements that concern general functioning or attitude toward
the group, without reference to it or to individuals.
All types of statements concerning group functioning, effort or
attitude toward the group with reference to the group (i.e., use of
we, all group members, or everybody).
All types of statements concerning an individual’s functioning,
effort or attitude toward another individual (i.e., with reference to
names, he, she, I, you, they, (sub) Group 1).
All statements that concern the faceBto face meeting at the start of
the course and statements that concern acquaintance after the
meeting (e.g., providing personal background information).
All statements that concern technical issues (i.e., how to use,
problems, evaluative remarks about computers, eBmail, specific
software, and missing or forgotten attachments).
All statements with a social orientation that are not related to the
assignment (i.e., vacation, Christmas wishes).
All statements wit an explicit reference to communication with the
moderator or in which a group discusses the response.
All types of statements that not belong to any category specified
(e.g., statements that signal receipt of a message or attachment).
Example
Why is nobody responding?
Please give your ideas.
I will be in touch again soon.
I will be on holiday from June 8
until June 26.
Who will make an inventory of all
pressure groups involved?
As far as I know, John Doe will
perform the PERS analysis.
I would like to know who will send
me their comments on our report
before Wednesday.
As agreed I expect that John Doe
will send the analysis on
Thursday.
The assignment is about the
public transport in Amsterdam.
I believe that we have a different
opinion about the interpretation of
the analysis.
We should delete section two and
check for typing errors in three.
That’s more like it!
I think we as group did a great job
in a virtual project team.
John Doe, my compliments for
your PERS analysis.
I have already met John Doe
during the faceBtoBface meeting.
I am still struggling to find out how
I am supposed to operate
Edubox.
How was your holiday in France?
We should ask the moderator if
an analysis is useful.
Attached is a new schedule with
the latest deadlines and tasks.
NOTE: Main = main code; Sub = subcode; TC = task coordination; TN= task content; NT= nontask; NOC= noncodable; G= general;
TU= time unspecific; TS = time specific; AU = activity unspecific; AS = activity specific; TAU = time and/or activity unspecific; TAS =
time and activity specific; S = social or specific; R = revision; GR = group; IN = individual; A = acquaintance; T = technical; M=
7(
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