Research trends qualitative analysis in cscl presented at QRWEBA2011 conference organised by Merlien Institute

1. Research Trends:
Qualitative Analysis in
CSCL
eisawn Jeong, PhD
allym University, S. Korea

2. Web 2.0
Social networking, blogs, wiki, video sharing, etc.
Web environment/technology that enables
interactions among users

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. 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. 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. 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. ournals
International Journal of Computer Supported
Collaborative Learning (ijCSCL)
Journal of the Learning Sciences
Learning and Instruction
Computers and Education
Journal of Computer Assisted Learning
International Journal of Artificial Intelligence in
Education
Computers in Human Behavior.

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. Coding categories
. Design 5. Research questions
. Study settings 6. Theoretical framewor
. Data 7. Learner level
. Analysis 8. Domain
9. Pedagogical
approaches
10. Technologies

10. Research design
Majority of the studies are descriptive (e.g., surve
observations, ethnographic studies).

11. Research settings
Majority of the studies were carried out in
classrooms.

12. Data types
Multiple types of data are collected in a given stud
(M=2.72)

13. Data on learning processes are:

14. Data on learning outcomes are:

15. Other data sources include:

16. nalyses
Analyses
Quantitative analyses are dominant throughout, b
substantial proportion of the studies use qualitativ
analyses

17. Popular quantitative analyses are:

18. Qualitative analyses are getting more popular, bu
they are not clearly defined.

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. ypes of mixed-approache
Collect qualitative data in addition to quantitative
data. Contextualize quantitative analysis with
qualitative analyses.
Collect qualitative data, but analyze them to allow
quantitative analyses (e.g., verbal analysis,
quantitative content analysis)
Use quantitative and qualitative analysis to addre
different research questions

24. 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

25. Presented at the Asia-Pacific conference on
Qualitative Research in Web 2.0
22 & 23 Feb 2011, Macau SAR
For more information
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