aect 2012 -- sampling trends in social presence research
DESCRIPTION
Research on online learning continues to grow. However, too many studies--including some of our own--focus too much on convenient samples rather than investigating online learning in a variety of contexts. In this presentation, we present the results of our investigation into sampling trends in an effort to illustrate how the sampling decisions made by researchers of online learning can be limiting what we “know” about online learning.TRANSCRIPT
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The Prevalence of Convenient Sampling
An investigation into sampling trends in online learning research (specifically social presence)
Patrick R. Lowenthal
Boise State University @plowenthal
Ross PerkinsBoise State University
“How do you want to change the world?” David Wiley
Angst…
Growth of Online Learning
5.6 million post-secondarystudents
Source: Class Differences: Online Education in the United States, 2010
Growth of Online Learning
Source: Class Differences: Online Education in the United States, 2010
How we interact & connect with others online matters
I <3 Social Presence
A work in progress…
Caution…
Online Learning ResearchResearch on online learning is regularly characterized as low quality (Amiel & Reeves, 2008; Bernard et al., 2004; Reeves, 1995).
For instance, Means et al. (2009) concluded that many of the studies in their meta-analysis “suffered from weaknesses such as small sample sizes; failure to report retention rates for students in the conditions being contrasted; and, in many cases, potential bias stemming from the authors’ dual roles as experimenters and instructors” (p. xviii).
Bernard et al. (2004) also pointed out that research on online learning is “severely wanting in terms of depth of reporting” (p. 407).
Online Learning ResearchResearch on online learning is regularly characterized as low quality (Amiel & Reeves, 2008; Bernard et al., 2004; Reeves, 1995).
For instance, Means et al. (2009) concluded that many of the studies in their meta-analysis “suffered from weaknesses such as small sample sizes; failure to report retention rates for students in the conditions being contrasted; and, in many cases, potential bias stemming from the authors’ dual roles as experimenters and instructors” (p. xviii).
Bernard et al. (2004) also pointed out that research on online learning is “severely wanting in terms of depth of reporting” (p. 407).
Online Learning ResearchResearch on online learning is regularly characterized as low quality (Amiel & Reeves, 2008; Bernard et al., 2004; Reeves, 1995).
For instance, Means et al. (2009) concluded that many of the studies in their meta-analysis “suffered from weaknesses such as small sample sizes; failure to report retention rates for students in the conditions being contrasted; and, in many cases, potential bias stemming from the authors’ dual roles as experimenters and instructors” (p. xviii).
Bernard et al. (2004) also pointed out that research on online learning is “severely wanting in terms of depth of reporting” (p. 407).
Lowenthal, P. R., Wilson, B., & Parrish, P. (2009, October). Context matters: A description and typology of the online learning landscape. Paper presented at the 2009 AECT International Convention, Louisville, KY.
http://www.patricklowenthal.com/publications/AECT2009TypologyOnlineLearning.pdf
Bias ?
Balance
MethodThis study is descriptive in nature.
RQ: What are the sampling trends of researchers who study social presence and online learning?
MethodWe searched the following using the key words “social presence” and “online learning”:• Ebsco-- Academic Search Premier,
Applied Science & Tech full text (H.W. Wilson), • Communication & Mass Media
Complete, • Education Research Complete, • ERIC, • PsycINFO
Method• Initially found 194 results (1994-
2011)
• After deleting duplicates, 156 studies
• Couldn’t locate 16 dissertations
• Couldn’t locate 11 journal articles
• Couldn’t locate 4 journal articles
• Removed 10 articles that were reviews
Type of Manuscript• Conference papers: 4
• Dissertations: 23
• Journal articles: 74
Publication Outlet• Journal of Interactive Online
learning: 8
• Internet and Higher Ed: 8
• International Review of Research in Open and Distance Learning: 4
• Journal of Asynchronous Learning Networks: 4
• Computers & Education: 4
Type of Study
31%
31%
37%QualitativeQuantitativeMixed
Subject
79%
8%
6%
6%
EducationBuisnessNursingPsychology
Course Format
18%
15%
1%
65%
BlendedBothF2FOnline
Level
High School 4Undergraduate 25Graduate 35
6%
39%55%
High SchoolUndergraduateGraduate
Sample Size
10 under 1143 under 5052 under 10076 100 or more
So what???
???
