Research trends qualitative analysis in cscl


Published on

Research trends qualitative analysis in cscl

presented at QRWEBA2011 conference

organised by Merlien Institute

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Research trends qualitative analysis in cscl

  1. 1. Research Trends:Qualitative Analysis inCSCLeisawn Jeong, PhDallym University, S. Korea
  2. 2. Web 2.0 Social networking, blogs, wiki, video sharing, etc. Web environment/technology that enables interactions among users
  3. 3. Collaboration and learning Effectiveness of collaboration as a tool for learning and knowledge building Increased use of technology to support learning CSCL: Computer-Supported Collaborative Learnin Multi-disciplinary and multi-method research approaches
  4. 4. Goals of the talk Methodological trends in Computer-Supported Collaborative Learning Mixed-Method approaches Methodological issues and challenges Disclaimer: Speaker’s methodological background (cognitive psychology, verbal data analysis)
  5. 5. Methodological trends Meta content-analysis of CSCL empirical research papers On-going research Jeong, H., & Hmelo-Silver, C. (2010). An overview of CSCL methodologies. Paper presented at the International Conferenc of the Learning Sciences, Chicago. Jeong, H., & Hmelo-Silver, C. (2011). A portrait of CSCL methodologies. Paper to be presented at the Computer-Suppor Collaborative Learning, Hong Kong.
  6. 6. Method of analysis 7 leading journals of the field 4 years of publication (2005-2008)* (N=1,423) Empirical papers (N=315*) Results are based on N=265 (Coding is still in progress)
  7. 7. ournalsInternational Journal of Computer SupportedCollaborative Learning (ijCSCL)Journal of the Learning SciencesLearning and InstructionComputers and EducationJournal of Computer Assisted LearningInternational Journal of Artificial Intelligence inEducationComputers in Human Behavior.
  8. 8. Paper selection aper Papers published during 2005~2008 (exception: 2006~2007 for ijCSCL) Empirical CSCL papers: Report on data Collaborative learning Use of computers or other technologies 315* empirical CSCL papers (out of 1,423 papers
  9. 9. Coding categories . Design 5. Research questions . Study settings 6. Theoretical framewor . Data 7. Learner level . Analysis 8. Domain 9. Pedagogical approaches 10. Technologies
  10. 10. Research design Majority of the studies are descriptive (e.g., surve observations, ethnographic studies).
  11. 11. Research settings Majority of the studies were carried out in classrooms.
  12. 12. Data types Multiple types of data are collected in a given stud (M=2.72)
  13. 13. Data on learning processes are:
  14. 14. Data on learning outcomes are:
  15. 15. Other data sources include:
  16. 16. nalysesAnalyses Quantitative analyses are dominant throughout, b substantial proportion of the studies use qualitativ analyses
  17. 17. Popular quantitative analyses are:
  18. 18. Qualitative analyses are getting more popular, buthey are not clearly defined.
  19. 19. Summary of trends ummary Increase of field (i.e., classroom) research Increase of design-based research Increase of mixed-methods or multi-methods research
  20. 20. ypes of mixed-approacheCollect qualitative data in addition to quantitativedata. Contextualize quantitative analysis withqualitative analyses.Collect qualitative data, but analyze them to allowquantitative analyses (e.g., verbal analysis,quantitative content analysis)Use quantitative and qualitative analysis to addredifferent research questions
  21. 21. Methodological challenges Shallow application of methodologies Increase of qualitative methods, but often lack cle definition and rigor of application Lack of more sophisticated methodological vocabularies Epistemological incompatibility: Reality vs. Interpretation Procedure vs. Meaningfulness
  22. 22. Presented at the Asia-Pacific conference on Qualitative Research in Web 2.0 22 & 23 Feb 2011, Macau SAR For more information Please visit: