Location of Repository

Learning through online discussion: a case of triangulation in research\ud

By Michael Hammond and Mongkolchai Wiriyapinit

Abstract

This paper reports on issues in carrying out research into online discussion. The context is a study of a distance learning module within an MBA program. The module required students to tackle problems based on real life scenarios within small online groups. Students were studying part time and shared similar professional backgrounds. The research looked at students' overall evaluation of the module, ways in which group work was conducted, and the contribution of the tutor. The approach taken was an interpretive case study using questionnaire survey, text analysis and interviews. The main findings from the study are reported, but the focus is on the strengths of, and difficulties in, using the research methods. Triangulation of methods provides the researcher with a greater degree of confidence in reporting findings, although subjective interpretation is still needed. \u

Topics: LB
Publisher: ASCILITE
OAI identifier: oai:wrap.warwick.ac.uk:435

Suggested articles

Preview

Citations

  1. (2001). Collaborative knowledge building to promote in-service teacher training in environmental education. doi
  2. (2001). Assessing teacher presence in a computer conferencing context.
  3. (2000). Educational performance of ALN via content analysis.
  4. (2004). Off-line actors contributing to online engagement. doi
  5. (2001). The process of community-building in distance learning classes.
  6. (2000). Distance education via the Internet: The student experience. doi
  7. (2002). Sharing designer and user perspectives of web site evaluation: A cross-campus collaborative learning experience. doi
  8. (2003). Sharpening the focus: Methodological issues in analsysing on line conferences. doi
  9. (2004). The role of cognitive style in educational computer conferencing. doi
  10. (2001). Exploring collaborative online learning.
  11. (2003). Powerful learning environments. Pergamon, doi
  12. (1997). Triangulation in educational research. doi
  13. (1983). Understanding student learning. doi
  14. (2000). Using unmediated computer conferencing to promote reflective practice and confidence-building doi
  15. (2003). E-learning in the 21st century: A framework for research and practice. doi
  16. (1968). The discovery of grounded theory: Strategies for qualitative research. London, Weidenfeld and Nicolson. doi
  17. (2004). Gender and online discourse in the principles of economics.
  18. (1999). Issues associated with participation in on line forums: the case of the communicative learner.
  19. (1989). Online education: a new domain. In
  20. (2003). Asynchronous text-based discussion: A case study with trainee teachers.
  21. (2005). A content analytic comparison of learning processes in online and face-to-face case study discussions. doi
  22. (2003). Models to evaluate online learning communities of asynchronous discussion forums.
  23. (2002). Team development and group processes of virtual teams. doi
  24. (2001). Experiences of assessment using phenomenography for evaluation. doi
  25. (2003). Differences in learning outcomes for the online and F2F versions of an introduction to Shakespeare.
  26. (2003). Can a collaborative network environment enhance essay-writing processes. doi
  27. (2002). Design elements for a CSCL environment in a teacher training programme. doi
  28. (2002). Assessing activity-based learning for a networked course. doi
  29. (2003). Combining qualitative evaluation and social network analysis for the study of classroom interactions. doi
  30. (1991). Methodologies for evaluating applications of computer conferencing. doi
  31. (1989). Mindweave: Communication, computers and distance education. doi
  32. (1999). Methodological triangulation, or how to get lost without being found out. doi
  33. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in on line discussion forums. doi
  34. (1998). Lessons from the field: computer conferencing in higher education. doi
  35. (2002). Computer supported teamwork: An integrative approach to evaluating cooperative learning in an online environment.
  36. (2003). Face to face versus threaded discussions: The role of time and higher order thinking.
  37. (2003). Does one size fit all? Exploring asynchronous learning in a multicultural environment.
  38. (2003). Emotion and e-learning.
  39. (1993). Real world research: A resource for social scientists and practitioner-researchers. doi
  40. (2001). Methodological issues in the content analysis of computer conference transcripts.
  41. (1999). Assessing social presence in asynchronous, text-based computer conferences.
  42. (2000). E-moderating: The key to teaching and learning online. doi
  43. (2002). Mirror, mirror, on my screen: Exploring online reflections. doi
  44. (2000). The use of asynchronous learning networks in nutrition education: Student attitude, experiences and performance.
  45. (2002). The impact on learning of an asynchronous active learning course.
  46. (2001). Virtual writing forum with Don Murray and the national writing project in an asynchronous environment.
  47. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching: A review and a case study. doi
  48. (2003). Task-based team learning with ICT, design and development of new learning.
  49. (2002). The anatomy of a distance education course: A case study analysis.
  50. (2003). A networked learning community approach to sustain teacher ICT professional development.
  51. (2000). Implementing a CMC tutor group for an existing distance education course. doi
  52. (2002). Email reducing stress for student teachers. doi
  53. (2000). Comparative response to a survey executed by post, e-mail, and web form. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.