A method for the analysis of data from online educational research

The intention of this article is to provide an alternative method of data analysis for online learning and VLE related research that is essentially paper based. The article describes the use of a paper-based method for data analysis of online learning type research that involves the collection and collation of electronic (and possibly also paper based) data. This method partly builds on the work of Tyler (2001) and has been used on research projects that investigated online learning as a method for widening participation (Hramiak, 2001a, 2002a) and also on a project that involved the e-professional development of staff at a Further Education (FE) college (Hramiak, 2004). Starting with the raw data sets, a distillation process for the data is described. This is followed by an explanation of how the data sets are examined for common themes. One of the major challenges facing the e-learning researcher is how to analyze the electronic data such as discussion board messages and emails, and then how to understand the implications of this analysis for teaching and learning. Such analysis enables researchers to act upon the situation in order to improve it for the learners, as well as for themselves (Lally, 2000). This is particularly challenging when the messages are not only numerous, in the region of hundreds or even thousands, for a specific research study, but also because they can be both very complicated and very lengthy. Although tools for analyzing communication patterns have been developed in other disciplines, for example in applied linguistics, they are generally based upon the analysis of large bodies of text. They also involve relatively complex and cumbersome methods, and they are not designed for action research use in the immediacy of particular teaching and learning situations (Lally) such as those for which this article is aimed at – namely those in which students/participants are constantly messaging in real time synchronously and asynchronously. Moreover, such tools are not intentionally designed to analyze dynamic, ongoing collaborative and social situations where knowledge is actively being co-constructed by the participants (Lally)

Initial evaluation and analysis of post graduate trainees use of a virtual learning environment in initial teacher training

This paper describes the initial findings of a longitudinal case study that investigates the use of a virtual learning environment to enhance the placement experience for full time post graduate certificate in education (PGCE) students. Initial teacher training (ITT) involves trainees spending approximately two thirds of their time on the course in schools (away from their peers) across a large regional area. Geographically separated trainees can feel very isolated on placement. The purpose of the VLE was to try to alleviate this sense of isolation by offering a way for trainees to maintain contact and offer mutual support to each other while on placement. A space and place for them to meet and discuss their experiences was provided by the VLE which was maintained as a resource and interactive communications site throughout the year, specifically for them to use. Data from a number of sources using a variety of methods was obtained throughout the duration of the course. This included both qualitative and quantitative methods of data collection. A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, by the construction of minimum pedagogical framework for initial teacher training. Each data set was analysed as a separate entity, looking for themes and patterns. Following this a comparison of the results from all data sets was conducted to determine any emerging patters from across the data. Recommendations for a pedagogical framework based around the use of ICT and VLEs on the PGCE course were then proposed as a way forward for this type of research into teaching and learning for distance based courses

E-flection: the development of reflective communities of learning for trainee teachers through the use of shared online web logs

This paper reports on research that has taken place with trainee teachers using web blogs for reflective practice at Sheffield Hallam University and Nottingham Trent University, in the United Kingdom. The research identifies how reflective blogs provided trainee teachers with an opportunity to develop as reflective practitioners in a more evolutionary way – something we might term ‘e-flection’ encompassing as it does reflections that are both evolutionary and online. This is in line with Schon’s ideas of reflection on action (Schon, 1983) as the research indicates that trainees were using the blog after teaching, to reflect on their teaching and learning as a past experience. The research also explores how reflecting as part of a community can benefit students in developing the reflective aspect of their professional identity

Giving voice to learners: using private blogs to develop self-reflection

Introduction: This is an action research study, undertaken across two universities, investigating the use of private blogs to develop reflective learners within teacher training. Previous research into using blogs to promote reflection has determined that the use of publicly available blogs can impede deeper reflection due to lack of confidentiality (Divintini, et al., 2005; Oti and Clarke, 2007). The theory behind the use of blogs in this study was to determine if private blogs could provide a setting for reflective practice, a ‘practicum’ (Moon, 1999), where learners could be encouraged to reflect on their learning over a sustained period of time.Method: An action research, practitioner-led approach was taken for the study using two cohorts of trainee teachers at Sheffield Hallam University and Nottingham Trent University. Over the course of one year trainees were required to produce reflective blogs which were analysed for themes pertaining to their development as reflective practitioners. In addition to this, interviews and questionnaires were conducted at the end of the year with the trainees about their use of the blogs. Results: Thematic analysis of the blogs supported the work of Oti and Clarke (2007) and revealed specific instances of the trainees' emerging development both as reflective practitioners and as professionals. Overall, there is substantial evidence that the blogs were a useful tool by which to record reflections and development as teachers, and the quality of the reflections in the blog entries increased throughout the year. The trainees indicated that although they found reflection difficult in itself, having the blogs enabled them to reflect more effectively than using pen and paper. Conclusion: The research conducted demonstrated that the use of private blogs showed evidence of self-reflection and a developing professional identity among the learners, contrary to the limited reflection shown in previous research on public blogs. This paper seeks to share the findings of this research which the authors believe will be useful across other areas of Higher Education as well

Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

This paper reports on research that took place at Nottingham Trent University and Sheffield Hallam University, United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically web logs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should be on-going and assumptions about new teachers as champions of cascading innovative use of Web 2 technologies into their practice as NQTs may be over optimisti

Trainee teachers' use of blogs as private reflections for professional development

A collaborative research project between Sheffield Hallam University and Nottingham Trent University in the UK investigated the use of blogs with trainee teachers as an alternative to reflective paper-based diaries. An action research case study, involving focus groups of post-graduate (secondary) trainee teachers (one group from each University) was undertaken to determine attitudes and perceptions of blogging as an appropriate tool to support reflective professional development. The findings indicate that the use of blogs by the trainee teachers had a positive impact overall, and provide concrete evidence of their development as emerging professional teachers. Unlike traditional paper-based systems, blogs provided ongoing opportunities for the tutor to assist the trainees in their development as reflective practitioners. This paper seeks to share the findings of this research which the authors believe could be applicable to other areas of Higher Education.</p

A discourse analysis of trainee teacher identity in online discussion forums

Teacher education involves an identity transformation for trainees from being a student to being a teacher. This discourse analysis examined the online discussion board communications of a cohort of trainee teachers to better understand the situated identities of the trainees and how they were presented online. Their discussion board posts were the primary method of communication during placement periods and, as such, provided insight into how the trainees situated their identities in terms of being a student or being a teacher. During the analysis, the community boundaries, language and culture were explored along with the tutor's power and role in the identity transformation process. This involved looking at the lexis used by the students, the use of pronouns to refer to themselves and others such as teachers and pupils, the types of messages allowed in the community and the effect of the tutor's messages on their communication. The research found that the trainees felt comfortable with teaching but did not feel like teachers during the course. Tutors and school teachers need to develop an awareness of the dual nature of trainees' identities and help promote the transition from student to teacher. In the beginning of the course, trainees should be familiarised with teacher vocabulary and practical concepts in addition to pedagogical theory. Towards the end of the course, trainee identity as teachers could be promoted through the use of authentic assessments that mirror real teacher tasks and requirements

Cardiovascular risk reduction with once-weekly semaglutide in subjects with type 2 diabetes: a post hoc analysis of gender, age, and baseline CV risk profile in the SUSTAIN 6 trial

Abstract Background The SUSTAIN 6 trial demonstrated that once-weekly semaglutide (0.5 and 1.0 mg) significantly reduced major adverse cardiovascular (CV) events (MACE) vs placebo in subjects with type 2 diabetes (T2D) and high CV risk. The effects of gender, age and baseline CV risk on outcomes are important considerations for further study. Methods Subjects were grouped according to gender, age (50–65 years and > 65 years), and CV risk profile at baseline (prior myocardial infarction [MI] or stroke vs no prior MI or stroke, and established CV disease [CVD] vs CV risk factors alone, including subjects with chronic kidney disease). Time to MACE and its individual components (CV death, nonfatal MI, nonfatal stroke), hospitalization for unstable angina or heart failure, and revascularization (coronary and peripheral) were analyzed for all subgroups. Additional analyses were performed for gender and age to investigate change from baseline in HbA1c and body weight, as well as tolerability. Results A total of 3297 subjects were included. The majority of subjects (60.7%) were male; 43% were > 65 years of age; 41.5% had a history of MI or stroke; and 76.8% had established CVD. Compared with placebo, semaglutide reduced the risk of the first occurrence of MACE and each MACE component consistently across all subgroups (gender, age, and baseline CV risk profile). Revascularizations, HbA1c and body weight were also reduced consistently across all subgroups compared with placebo. Gastrointestinal adverse events in all treatment groups were more common among women than men, but rates of premature treatment discontinuation were similar for both genders. Conclusions In this post hoc analysis of SUSTAIN 6, once-weekly semaglutide vs placebo reduced the risk of MACE in all subjects included in the trial, regardless of gender, age, or baseline CV risk profile. Trial registry Clinicaltrials.gov, Identifying number: NCT01720446, Date of registration: October 29, 201