social software research for aahrus
Post on 21-Oct-2014
1.621 views
DESCRIPTION
Review of research metholdogies, hints and tips for PhD seminar at Aarhus University, Denmark. January 2009TRANSCRIPT
Overview of Research Methodologies for Social
Software Research
AarhusUniversity,DenmarkJanuary21,2009TerryAnderson,Ph.D.
CanadaResearchChairinDistanceEducaAon
ThecontextofSocialSoFwareImplementaAon
• DisrupAve(Christensen,2008)simpler,notwantedbymainstreamcustomers
• RapidgainsinfuncAonality• Cheaper• AdapAve
StudyingTechnologicalBasedModelsofChange
• Technologicaldeterminism(Marx,Zuboff,Kurzweil)
• AffordancesandSocialConstrucAvist(Bjiker,StewartandWilliams,Dalsgaard
• DomesAficaAon/AppropriaAon–(Silverston,Ling)
Research Paradigms
Paradigm1QuanAtaAveResearch
• “thosewhoareseekingthestrictwayoftruthshouldnottroublethemselvesaboutanyobjectconcerningwhichtheycannothaveacertaintyequaltoarithmeAcorgeometricaldemonstraAon”– (ReneDescartes)
• Inordinatesupportandfaithinrandomizedcontrolledstudies
QuanAtaAve1–CMCContentAnalysis
• Anderson,Garrison,Rourke1997‐2003– hcp://communiAesofinquiry.com‐9papersreviewingresults
focusingonreliable,quanAtaAveanalysis– IdenAfiedwaystomeasureteaching,socialandcogniAve
‘presence’– MostreliablemethodsarebeyondcurrentAmeconstraintsof
busyteachers– QuesAonsofvalidity– ServesasbasicresearchasgroundingforAImethodsofthe
future– ServesasqualitaAveheurisAcforteachersandcoursedesigners
QuanAtaAve–Meta‐Analysis
• UngerleiderandBurns(2003)• SystemaAcreviewofeffecAvenessandefficiencyofICT
• The type of interventions studied were extraordinary diverse –only criteria was a comparison group
• “Only 10 of the 25 studies included in the in-depth review were not seriously flawed, a sobering statistic given the constraints that went into selecting them for the review.”
IsDEBecerthanClassroomInstrucAon?Project1:2000–2004
• QuesAon:HowdoesdistanceeducaAoncomparetoclassroominstrucAon?(inclusivedates1985‐2002)
• Totalnumberofeffectsizes:k=232
• Measures:Achievement,AmtudesandRetenAon(oppositeofdrop‐out)
• DividedintoAsynchronousandSynchronousDE
11
Primaryfindings• DEandCIareessenAallyequal(g+≈0.0tolowaverageeffect)onallmeasures
• EffectsizedistribuAonsareheterogeneous;someDE>>CI,someDE<<CI
• Generallypoormethodologicalquality• PedagogicalstudyfeaturesaccountformorevariaAonthanmediastudyfeatures(Clark,1994)
• InteracAveDEanimportantvariable*
12
*Lou, Y., Bernard, R.M., & Abrami, P.C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research & Development, 54(2), 141-176.
Summaryofresults:Achievement
13
Achievement Outcomes
*Significantly heterogeneous average effect
Summaryofresults:Amtudes
14
Attitude Outcomes
*Significantly heterogeneous average effect
Summaryofresults:RetenAon
15
Retention Outcomes
*Significantly heterogeneous effect sizes
Equivalency:ArealltypesofInteracAonnecessary?
Anderson, 2003 IRRODL
Anderson’sEquivalencyTheorem(2003)
Moore(1989)disAncAonsare: ThreetypesofinteracAon
o student‐studentinteracAono student‐teacherinteracAono Student‐contentinteracAon
Anderson(2003)hypothesesstate:
Highlevelsofoneoutof3interacAonswillproducesaAsfyingeducaAonalexperience
IncreasingsaAsfacAonthroughteacherandlearnerinteracAoninteracAonmaynotbeasAmeorcost‐effecAveasstudent‐contentinteracAvelearningsequences
17
DothethreetypesofinteracAondiffer?Moore’sdisAncAons
18
Achievement and Attitude Outcomes
Achievement Attitudes Interaction Categories k g+adj. k g+adj. Student-Student 10 0.342 6 0.358 Student-Teacher 44 0.254 30 0.052 Student-Content 20 0.339 8 0.136 Total 74 0.291 44 0.090 Between-class 2.437 6.892*
Moore’s distinctions seem to apply for achievement (equal importance), but not for attitudes (however, samples are low for SS and SC)
DoesstrengtheninginteracAonimproveachievementandamtudes?Anderson’shypotheses
19
Anderson’s first hypothesis about achievement appears to be supported
Anderson’s second hypothesis about satisfaction (attitude) appears to be supported, but only to an extent (i.e., only 5 studies in High Category)
Achievement and Attitude Outcomes
Achievement Attitudes Interaction Strength k g+adj. SE k g+adj. SE Low Strength 30 0.163 0.043 21 0.071 0.042 Med Strength 29 0.418 0.044 18 0.170 0.043 High Strength 15 0.305 0.062 5 -0.173 0.091 Total 74 0.291 0.027 44 0.090 0.029 (Q) Between-class 17.582* 12.060*
Bernard,Abrami,Borokhovski,Wade,Tamin,&Surkes,(inpress).ExaminingThreeFormsofInteracAoninDistanceEducaAon:AMeta‐AnalysisofBetween‐DEStudies.ReviewofResearchinEduca2on
BecausesocialsoFwareuseissoemergentneedfor
• Demographicstudies– Whoisusingwhatfordoingwhat?
– HowaretheyusingmulA‐usetools?
• VisualizaAonofacAvityandrelaAonships• Networkanalysis• ConnecAonbetweencontextandtypeofuse• Datamining
QuanAtaAveSummary
• CanbeusefulespeciallywhenfinetuningwellestablishedpracAce
• Providesincrementalgainsinknowledge,notrevoluAonaryones
• Theneedto“control”contextoFenmakesresultsofliclevaluetopracAcingprofessionals
• InAmesofrapidchangetooearlyquanAtaAvetesAngmaymaskbeneficialposiAvecapacity
• Willweeverbeabletoaffordblindreviewed,randomassignmentstudies?
Paradigm2QualitaAveParadigm
• ManydifferentvarieAes• GenerallyanswerthequesAon‘why’ratherthen‘what’or‘howmuch’?
• PresentsspecialchallengesindistributedcontextsduetodistancebetweenparAcipantsandresearchers
• CurrentlymostcommontypeofDEresearch(RourkeandSzabo,2002)
QualitaAvestudyofSocialSoFware
• CriAcallyimportant:– InearlystagesofadopAon– Totrackeffectsofusercompetenceandefficacy– Ascontextsarepersonalized– astoolsareappropriatedbyusersforenArelydifferenttasksthanthoseintendedbydevelopers
QualitaAveExample
– Dearnley(2003)Student support in open learning: Sustaining the Process
– PracAcingNurses,weeklyF2Ftutorialsessions
– Phenomenologicalstudyusinggroundedtheorydiscourse
Corecategorytoemergewas“Findingtheprofessionalvoice”
QualitaAveexample2
• Mann,S.(2003)Apersonalinquiryintoanexperienceofadultlearningon‐line.Instruc8onalScience31
• Conclusions:– TheneedtofacilitatethepresentaAonoflearnerandteacher
idenAAesinsuchawaythattakesaccountofthelossofthenormalchannel
– TheneedtomakeexplicitthedevelopmentofoperaAngnormsandconvenAons
– reducedcommunicaAvemediathereisthepotenAalforgreatermisunderstanding
– Theneedtoconsiderwaysinwhichthedevelopinglearningcommunitycanbeopentotheotherofuncertainty,ambiguityanddifference
3rdParadigmCriAcalResearch
• Askswhogainsinpower?• DavidNoble’scriAqueof‘digitaldiplomaMills’mostprominentCanadianexample
• AreprofitsgeneratedfromusergeneratedcontentexploitaAve?
• ConfronAngthe“netchangeseverything”mantraofmanysocialsoFwareproponents.
• WhoisbeingexcludedfromsocialsoFware
IstheextracAonofinformaAonfromthemasses
exploitaAveorempowering?
• WhydoesFacebookownallthecontentthatwesupply?
• Doesthepowerofthenetfurthermarginalizethenonconnected?
• Whobenefitsfromvoluntarydisclosure?
• WhydidtheOneLaptopPerChildfail?
QuanAtaAvevs.QualitaAveParadigmWarsRekindled
• Currentresearch“moreresemblesthependulumswingscharacterisAcofartorfashion,ratherthantheprogressiveimprovementscharacterisAcofscienceandtechnology”(p.16).• Slavin(2002)inEducaAonalResearcher
• SoluAontoembrace“evidencebasedlearning”• Projectedtoincreasefrom5%to75%ofUSGov.fundingby2007for“researchthataddressescausalquesAonsandusesrandomassignments….”Slavin,2002p.15
DoEitherQualitaAveorQuanAtaAveMethodsMeetRealNeedsofPracAcing
DistanceEducators?
ButwhattypeofresearchhasmosteffectonpracAce?
– Kennedy (1999) - teachers rate relevance and value of results from each of major paradigms.
– No consistent results – teachers are not a homogeneous group of consumers but they do find research of value
– “The studies that teachers found to be most persuasive, most relevant, and most influential to their thinking were all studies that addressed the relationship between teaching and learning.”
ButwhattypeofresearchhasmosteffectonPracAce?
– “The findings from this study cast doubt on virtually every argument for the superiority of any particular research genre, whether the criterion for superiority is persuasiveness, relevance, or ability to influence practitioners’ thinking.” Kennedy, (1999)
4thParadigmDesign‐BasedResearch
• Relatedtoengineeringandarchitecturalresearch
• Focusesonthedesign,construcAon,implementaAonandadopAonofalearninginiAaAveinanauthenAccontext
• Relatedto‘DevelopmentResearch’
• Closesteducatorshavetoa“homegrown”researchmethodology
Design‐BasedResearchStudies
– iterative, – process focused, – interventionist, – collaborative, – multileveled, – utility oriented, – theory driven and generative
• (Shavelson et al, 2003)
Design‐basedresearch• Methodologydevelopedbyeducatorsfor
educators• DevelopedfromAmericanpragmaAsm–Dewey
(Anderson,2005)• RecentThemeIssues:
– TheJournaloftheInstruc1onalSciences,(13,1,2004),– Educa1onalResearcher(32,1,2003)and– Educa8onalPsychologist(39,4,2004)– Seebibliographyat
hKp://cider.athabascau.ca/CIDERSIGs/DesignBasedSIG/
• Myar8cleatwww.cjlt.ca/abstracts.html
IntegraAveLearningDesign(Bannan‐Ritland,2003)
• “design‐basedresearchenablesthecreaAonandstudyoflearningcondiAonsthatarepresumedproducAvebutarenotwellunderstoodinpracAce,andthegeneraAonoffindingsoFenoverlookedorobscuredwhenfocusingexclusivelyonthesummaAveeffectsofanintervenAon”Wang&Hannafin,2003
Wang and Hannafin, 2003
• IteraAvebecause• ‘InnovaAonisnotrestrictedtothepriordesignofanartefact,butconAnuesasartefactsareimplementedandused”
• ImplementaAonsare“ineviAtablyunfinished”(StewartandWilliams(2005”
DesignBasedresearchandtheScienceofComplexity
• ComplexitytheorystudiestheemergenceoforderinmulAfaceted,changingandpreviouslyunorderedcontexts
• ThisemergingorderbecomesthefocusofiterateintervenAonsandevaluaAons
• Orderemergesatthe“edgeofchaos”inresponsetorapidchange,andfailureofpreviousorganizaAonmodels
D‐BResearchexamples
Design-Based Research Strategies for Studying Situated Learning in a Multi-user Virtual Environment Chris Dede, 2004
• Needtostudyusability,scalabilityandinnovaAonadopAonwithinbureaucraAcsystems
• AllowknowledgetoolstoevolveinnaturalcontextthroughsupporAvenourishmentofstaff
Groundedtheory
• Theneedfortheoryandmodelbuilding• “ThereisnothingsopracAcalasagoodtheory”
• Weneedmodelsandtheoriesnowtoguidetherapiddeploymentthatistakingplace
• Bebraveandexpansiveinyourconclusions
ReasonsforCriAcalMassinNetworksofPracAce
Landquvist &Teigland, 2007
PersonalAcademicuseofsocialsoFware
• Docreateablogtodocumentyourresearchjourney
• Followblogsofthoseyouadmire
• Selfarchiveandonlygiveyourcopyrightawayunderunusualcircumstances
• Supportopenaccessjournalsiewww.irrodl.org
FinalHints
• SubscribetoIRRODLwww.irrodl.org• CustomizeGoogleScholartoscanyourlibraryconnecAonswww.googlescholar.com
• SubscribetomyblogtheVirtualCanuckatterrya.edublogs.org
Conclusion
• EducaAonresearchisgrosslyunder‐resourcedtomeetthemagnitudeofopportunityanddemand
• ParadigmwarsareunproducAve• Design‐basedresearchoffersapromisingnewresearchdesignmodel
• ThesemanAcwebofferspromiseofgreatlyenhancedcollaboraAonandresearchdisseminaAon