title: Assessing Online Collaborative Discourse.
abstract: OBJECTIVE
  This qualitative study using transcript analysis was undertaken to clarify the value of Harasim's Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (a) idea generating; (b) idea organizing; and (c) intellectual convergence.
  
  
  METHODS
  The transcripts of asynchronous discussions from a 2-week module about disaster nursing using a virtual community were analyzed and formed the data for this study.
  
  
  RESULTS
  This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory.
  
  
  CONCLUSIONS
  The phases of the Online Collaborative Learning Theory could be used to evaluate the student's ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated.
authors.affiliation: Linfield College Good Samaritan School of Nursing, Portland, OR.
authors.forename: Henny
authors.initials: H
authors.lastname: Breen
mesh_terms: D003194:Computer-Assisted Instruction; D003299:Cooperative Behavior; D054597:Disaster Medicine / Q000193:education; D020375:Education, Distance / Q000379:methods / Q000592:standards; D004506:Education, Nursing / Q000379:methods / Q000592:standards; D006801:Humans; D020407:Internet; D061108:Social Media / Q000706:statistics & numerical data; D066269:Social Theory
keywords: Nursing education; collaborative learning; online education; transcript analysis