Multidisciplinary Methods in Educational Technology Research and DevelopmentHAMK Press/Justus Randolph, 2008 - 123 sider Over the past thirty years, there has been much dialogue, and debate, about the conduct of educational technology research and development. In this brief volume, the author helps clarify that dialogue by theoretically and empirically charting the research methods used in the field and provides much practical information on how to conduct educational technology research. Within this text, readers can expect to find answers to the following questions: (a) What are the methodological factors that need to be taken into consideration when designing and conducting educational technology research? (b) What types of research questions do educational technology researchers tend to ask? (c) How do educational technology researchers tend to conduct research? (d) What approaches do they use? What variables do they examine? What types of measures do they use? How do they report their research? (d) How can the state of educational technology research be improved? In addition to answering the questions above, the author, a research methodologist, provides practical information on how to conduct educational technology research--from formulating research questions, to collecting and analyzing data, to writing up the research reports--in each of the major quantitative and qualitative traditions. Unlike other books of this kind, the author addresses some of research approaches used less commonly in educational technology research, but which, nonetheless, have much potential for creating new insights about educational phenomena--approaches such as single-participant research, quantitative content analysis, ethnography, narrative research, phenomenology, and others. "Multidisciplinary Methods in Educational Technology Research and Development" is an excellent text for educational technology research methods courses, a useful guide for those conducting (or supervising) research, and a rich source of empirical information on the art and science of educational technology research. Key Questions in Educational Technology Methods Choice are appended. (Contains 13 figures and 13 tables.) [This publication was produced by the HAMK University of Applied Sciences.]. |
Almindelige termer og sætninger
Advanced Learning Technologies American Psychological Association analysis of qualitative arch Burghar & Turns categories of research causal causal explanation chapter coding Computer Science Education conduct content analysis data collection methods design-based research discuss dissertation Distance Education education research proper educational technology research empirical ETR&D evaluation questions example exemplars experience field of educational Figure findings forums grounded theory research Hazzan human participants ICALT identify internal validity interviews investigation J. J. Randolph Julnes learning literature review log files measure methodological reviews methods choice mixed methods mixed-methods narrative research outcomes phenomenological phenomenological research phenomenon pretest previous research qualitative data qualitative research quantitative analysis questionnaire reporting rese research acts research and development research approaches research methods research problem Sage sample Science Education Research Shadish stakeholders structured abstract survey research Table techno technology researchers tend Thousand Oaks tion types of research Utah State University variables
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Side 53 - A case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used (Yin 1984:23).
Side 87 - Coding (Continued) 5. Sampling: Is a census of the content possible? (If yes, go to #6.) How will you randomly sample a subset of the content? This could be by time period, by issue, by page, by channel, and so forth. 6. Training and pilot reliability: During a training session in which coders work together, find out whether they can agree on the coding of variables. Then, in an independent coding test, note the reliability on each variable. At each stage, revise the codebook or coding form as needed.
Side 86 - Coding form 4b. Coding schemes: With computer text content analysis, you still need a codebook of sorts — a full explanation of your dictionaries and method of applying them. You may use standard dictionaries (eg, those in Hart's program. Diction) or originally created dictionaries. When creating custom dictionaries, be sure to first generate a frequencies list from your text sample and examine for key words and phrases. Human Coding Computer Coding (Continued) 5.
Side 87 - Then, in an independent coding test, note the reliability on each variable. At each stage, revise the codebook or coding form as needed. 7a. Coding: Use at least two coders, to establish intercoder reliability. Coding should be done independently, with at least 10% overlap for the reliability test. 7b. Coding: Apply dictionaries to the sample text to generate per-unit (eg, per-news-story) frequencies for each dictionary. Do some spot checking for validation. Human Coding...
Side 20 - Fourth, research must account for how designs function in authentic settings. It must not only document success or failure but also focus on interactions that refine our understanding of the learning issues involved. Fifth, the development of such accounts relies on methods that can document and connect processes of enactment to outcomes of interest, (p. 5) As shown above, design-based research has many characteristics, the most distinctive being its "continuous cycles of design, enactment, analysis,...
Side 20 - First, the central goals of designing learning environments and developing theories or 'prototheories' of learning are intertwined. Second, development and research take place through continuous cycles of design, enactment, analysis, and redesign (Cobb, 2001; Collins, 1992).
Side 107 - Chen, JF 1997. Computer generated error feedback and writing process: A link.
Side 100 - An exemplar is a document already in the literature that accomplishes the kind of task you are trying to accomplish in an effective way.
Side 78 - What are.participants' and stakeholders' expectations? • What features of the project are most salient to the participants? • What changes do participants perceive in themselves as a result of their involvement in the project?
Side 38 - Will randomized trials yield more defensible 1less equivocal and unbiased results) than alternative upprouches to estimating effects? If the answer is yes. consider mounting a randomized trial. If the answer is no. then rely on the alternative approach. Of course, one must have evidence that the alternatives produce uubiased estimates. The methodological studies identified in Rawlings' and Duflo-Kremer's papers are important here, as is the domain-specific ability to forecast.