<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1646-933x</journal-id>
<journal-title><![CDATA[Educação, Formação e Tecnologias]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form. Tecnol.]]></abbrev-journal-title>
<issn>1646-933x</issn>
<publisher>
<publisher-name><![CDATA[Educom - Associação Portuguesa de Telemática Educativa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-933x2013000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de conteúdo da comunicação assíncrona: considerações metodológicas e recomendações práticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Clara Pereira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<volume>06</volume>
<numero>01</numero>
<fpage>21</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1646-933x2013000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1646-933x2013000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1646-933x2013000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo discutimos o potencial e os desafios metodológicos que se colocam aos investigadores que pretendem analisar o conteúdo da comunicação assíncrona gerada em ambientes online. Aborda uma temática atual e pertinente sobretudo no contexto do ensino superior em que o recurso a tecnologias digitais abre oportunidades para o desenho de novos cenários de educação/formação online. Nesses novos ambientes de aprendizagem é recorrente o uso da interação com predominância na comunicação escrita, constituindo o seu estudo uma forma de investigar os processos de construção do conhecimento em contexto virtual. No presente artigo começamos por abordar as diferentes fases em que decorre o processo de análise de conteúdo da comunicação mediada por computador (CMC), nomeadamente a escolha do modelo teórico e da unidade de análise bem como os procedimentos metodológicos que permitem assegurar a fiabilidade do processo de codificação do texto escrito gerado na interação assíncrona. A discussão é sustentada com a apresentação de um exemplo concreto no sentido de ajudar os investigadores a utilizar a análise de conteúdo da comunicação assíncrona para compreender a complexidade dos processos de ensino e aprendizagem em ambientes online.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this article we discuss the potential and the methodological challenges posed to researchers who seek to analyse the content of asynchronous communication generated within online environments. It (The article?) addresses a current and relevant issue, particularly in the context of higher education, in which the use of digital technologies opens up opportunities for the design of new online education/training scenarios. In those new learning environments, the use of interaction, predominantly written communication, is recurrent, thus its study being a way of investigating the processes of knowledge construction in virtual context. In the present article we begin by addressing the different stages occurring in the process of content analysis of computer-mediated communication (CMC), including the choice of the theoretical model and the unit of analysis, as well as the methodological procedures which assure the reliability of the coding process of the written text generated in asynchronous interaction. The discussion is sustained by the presentation of a concrete example, in order to help researchers to use the content analysis of asynchronous communication to understand the complexity of teaching and learning processes in online environments.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Análise de Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Codificação]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação Assíncrona]]></kwd>
<kwd lng="pt"><![CDATA[Fiabilidade]]></kwd>
<kwd lng="pt"><![CDATA[Interação]]></kwd>
<kwd lng="pt"><![CDATA[Kappa de Cohen]]></kwd>
<kwd lng="en"><![CDATA[Content Analysis]]></kwd>
<kwd lng="en"><![CDATA[Coding]]></kwd>
<kwd lng="en"><![CDATA[Asynchronous Communication]]></kwd>
<kwd lng="en"><![CDATA[Reliability]]></kwd>
<kwd lng="en"><![CDATA[Interaction]]></kwd>
<kwd lng="en"><![CDATA[Cohen's Kappa]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>An&aacute;lise  de conte&uacute;do da comunica&ccedil;&atilde;o ass&iacute;ncrona: considera&ccedil;&otilde;es metodol&oacute;gicas e recomenda&ccedil;&otilde;es  pr&aacute;ticas.</h2> <h3>Content analysis of asynchronous communication: methodological  considerations and practical recommendations.</h3>     <p>&nbsp;</p> <h4>Clara  Pereira Coutinho</h4> </font>      ]]></body>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[The Canadian Journal of Statistics]]></source>
<year></year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-23</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational and Psychological Measurement]]></source>
<year></year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>37-46</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<source><![CDATA[American Educational Research Journal]]></source>
<year></year>
<volume>29</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>253-266</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Computer Assisted Learning]]></source>
<year></year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>177-188</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Interactive Learning Environments]]></source>
<year></year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>303-315</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<source><![CDATA[The American Journal of Distance Educational]]></source>
<year></year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-23</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Portuguesa de Pedagogia]]></source>
<year></year>
<volume>42</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>181-202</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Educational Computing Research]]></source>
<year></year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>395-429</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<source><![CDATA[Quarterly Review of Distance Education]]></source>
<year></year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>125-135</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<source><![CDATA[Australian Journal of Educational Technology]]></source>
<year></year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>241-259</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational Technology & Society]]></source>
<year></year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-28</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Consumer Research]]></source>
<year></year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>243- 250</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista EducaOnline]]></source>
<year></year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>86-104</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational Technology Research & Development]]></source>
<year></year>
<volume>52</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>23-40</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational Technology Research and Development]]></source>
<year></year>
<volume>52</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-18</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<source><![CDATA[Journal of Distance Education]]></source>
<year></year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>51-70</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<source><![CDATA[International Journal of Artificial Intelligence in Education]]></source>
<year></year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<source><![CDATA[The Journal of the Learning Sciences]]></source>
<year></year>
<volume>3</volume>
<page-range>265- 283</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational Technology & Society]]></source>
<year></year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>250-261</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
