exploring 35 years of research into ode - olaf zawacki-richter & som naidu #edenrw9
TRANSCRIPT
Content Analysis and Text-Mining
Exploring 35 Years of Research into ODE
Oldenburg, 5 October 2016
Olaf Zawacki-Richter & Som Naidu
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Agenda
Content analysis and text-mining tools Mapping research trends from 35 years of publications in
the journal Distance Education Remarks and reflections from the Editor Reflections from a pioneer and world scholar of our field:
Otto Peters
Content analysis toolsthat you already know...
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Qualitative Content Analysis
With tools such as MaxQDA or Nvivo. Manual coding, writing memos, etc.
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Wordle Word Cloudshttp://www.wordle.net
Stöter, J., Bullen, M., Zawacki-Richter, O., & von Prümmer, C. (2014). From the back door into the mainstream – the characteristics of lifelong learners. In O. Zawacki-Richter & T. Anderson (Eds.), Online distance education - Towards a research agenda (pp. 421–457). Athabasca, Edmonton, Canada: Athabasca University Press.
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Google Trendswww.google.de/trends
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Google Books Ngram Viewerhttps://books.google.com/ngrams
Based on books published between 1500 and 2008
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Google Books Ngram Viewerhttps://books.google.com/ngrams
Content analysis with a text-mining tool
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Text-Mining with LEXIMANCER
Huge amounts of text can be analysed with text-mining tools Results are depicted in „concept maps“ based on relative locations
of concepts in the text that form a „thematic region“.
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Cretchley, J., Rooney, D., & Gallois, C. (2010). Mapping a 40-Year history with Leximancer: Themes and concepts in the Journal of Cross-Cultural Psychology. Journal of Cross-Cultural Psychology, 41(3), 318–328.
1416 articles over 40 yearsAnalysis of central themes by decadesShows different social-psychological trends
Bibliographic analysis
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Content validation of qualitative text analysis
Harwood, I., Gapp, R. P., & Stewart, H. J. (2015). Cross-check for completeness: exploring a novel use of Leximancer in a Grounded Theory study. The Qualitative Report, 20(7), 1029–1045.
"Leximancer is not a panacea, it still requires analytical sensitivity and judgment in its interpretation, but it is straightforward to probe the data and cross-check via the resultant maps. [...] Leximancer enables the analyst to make sense of large narrative data sets with minimal manual coding. The result is an efficient and impartial second opinion on open codes (concepts, categories and dimensions) and potential links between them" (p. 1041).
Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in the journal Distance Education.
Distance Education, 37(3). http://doi.org/10.1080/01587919.2016.1185079
Open Access! And also published in Chinese:
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Sample Distance Education (listed in the SSCI), since1980 Impact factor in 2015: 2.021 Owned by the Open and Distance Learning Association of
Australia Publisher: Taylor & Francis Executive Editor: Som Naidu Articles in the sample:
o 1980-1984: N=56o 1985-1989: N=50o 1990-1994: N=56o 1995-1999: N=75o 2000-2004: N=75o 2005-2009: N=101o 2010-2014: N=102
35 Years: 515 Articles
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Sample Distance Education in the core of the DE journal network
Zawacki-Richter, O., & Anderson, T. (2011). The geography of distance education - bibliographic characteristics of a journal network. Distance Education, 32(3), 441–456.
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Sample Titles and abstracts of 515 articles
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1980-2014(N=515)
Overall scope of the journal
Articles on distance and open education in the context of higher education and academic learning
Two major themes "students" and "learning" are connected via "interaction”.
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1980-2014(N=518)
OUs established in the 1970s Beginning of professionalization (Keegan, 1980) Reflection on professional practices based on cases from
various DE institutions, e.g. organizational structure of Deakin University in Australia as a mixed-mode institution (Jevons, 1984)
1980-84: Professionalization and institutional consolidation
(N=56)
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(N=50)
DE students in focus Instructional design in specific domains Ed. tech. to bridge the gap between
students and teachers
1985-89: Teaching and learning in distance education
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(N=56)
Problems with quality emerged Focus on student satisfaction and ID Remote video and audio systems
1990-1994: Quality assurance in DE
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(N=75)
1995-1999: Student support and early stages of online learning
Student-centred approaches to ensure high quality learning experiences
Design of online courses andthe role of online Tutors,strategies for online teaching
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2000-2004: The emergence of the virtual university
(N=75) Research on online learning is
moving into the mainstream Issues: student engagement, the role
of the e-moderator, interaction in the online learning environment
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2005-2009: Collaborative learning and online interaction patterns (N=101)
Collaborative learning Computer-mediated communication Analysis of online interaction
patterns
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2010-2014: Interactive learning, MOOCs and OERs (N=102)
Interaction as mediatorbetween students andlearning
OERs and MOOCs Special issues
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Three waves of research
1. Consolidation of DE institutions and instructional design2. Quality assurance and student support3. Virtual University, and online interaction and learning
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Alternating research perspectives
The Editor’s Perspective
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Cautionary remarks about the sample
Nevertheless… Our sample is sourced from one English language journal. And it offers us one window into the development of scholarship
in distance education over the past 35 years
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Is it the full story?
Does it tell the whole story? Nope… It would be useful to extend this to other journals in the field and
see if patterns differ, and why or how? And other sources should include:
o Content of academic programs,o Program directors and their backgrounds,o Masters theses and PhD Dissertations,o Distance Education Handbooks,o etc.
There are other mediating factors as well.
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The Gatekeepers…!
Editors and their backgrounds Editorial policies and their biases Members of editorial boards and their backgrounds Reviewers of submissions to the journal (DE Board members and
others who are not members of the Editorial Board).
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Executive Editors of DE journal
Founding Executive Editors: o 1980-1990: Ian McD. Mitchell and Desmond Keegan
A changing of the guard and its implicationso 1990-1997: Executive Editor Ian McD. Mitchello 1997-Present: Executive Editor Som Naidu
The impact of their backgrounds and training
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However if you build it, will they come?
Is a journal as good as the submissions it receives? Do you or don’t you publish from the best you have? How proactive does one need to be (in building networks,
searching for and commissioning articles)? Working with promising authors (Feels and sounds like
working with PhD student projects and papers). Editors should be prepared to nurture and help. And to actively support and promote equity.
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Influence of the publisher
Distance Education always subscription based. 1980-2000: Distance Education published by various University
Presses. With varying publication schedules. 2000 to present (Taylor and Francis Publishers). Fixed
publication schedules (journals have to got to press on schedule)
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Frequency of publication
From 1980-2005 two issues per volume Publishing about 15-18 articles per volume From 2005 onwards increased to THREE issues per volume Publishing about 22-25 Articles per Volume.
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Role of special themed issues
Special themed issues (only way 3 issues per volume was possible).
Role of special themed issues (attractive and helped improve the journal’s profile as well as its impact factor).
Special themed issues offered opportunity to spread the workload, invite other experts to bring in new and different perspectives.
And an opportunity to capture the spirit of a topic of current interest.
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Special Issues Special issues in Distance Education by year
05/01/23
38
05/01/23
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Altmetrics and the role of social media
The new kid in town
Open Access Publishing
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Role of open access publishing
Helped improve access to articles to a much larger audience. Helped improve access to research outputs to a much larger
audience. As a result, helped improve impact factor of the journal.
February 5-7 2017 ODLAA Conferencehttps://odlaa.org/odlaa_events/2017-conference/
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Professor Otto PetersReflections from a pioneer in the
field
Founding Rector of the FernUniversity in Hagen (Germany)
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