Statistical Methods Used In Educational Technology Research 2012-2013

2020 ◽  
Vol 7 (11) ◽  
pp. 31-46
Author(s):  
Nicola L. Ritter
Keyword(s):  
Educational Technology ◽  
Quantitative Methods ◽  
Research Synthesis ◽  
Sampling Procedure ◽  
Educational Technology Research ◽  
Statistical Techniques ◽  
Technology Research ◽  
Research Methodologies ◽  
Reliability Estimates ◽  
Sampling Procedures

This article provides a content analysis of the research methodologies used in quantitative and mixed-methods articles in the top five educational technology journals between 2012 and 2013. These articles represented a total of 32,131 sampling procedures and statistical techniques recorded from 1,171 articles – the largest research synthesis of research methodologies in field of educational technology to date. Results indicate quantitative methods continue to dominate the field as a whole, yet specific journals appear to favor certain research methods over others. Most authors did not report the type of sampling procedure used in their investigations (617 articles). Fewer researchers reported score reliability estimates using their own data – with only 420 articles reporting reliability coefficients. Findings also suggest few authors reported informationally-adequate statistics. Recommendations for best statistical practices and implications for the field of educational technology are discussed.

scholarly journals Ethics in educational technology research: Informing participants on data sharing risks

2019 ◽  
Vol 50 (3) ◽  
pp. 1019-1034 ◽  
Author(s):  
Marc Beardsley ◽  
Patricia Santos ◽  
Davinia Hernández‐Leo ◽  
Konstantinos Michos
Keyword(s):  
Educational Technology ◽  
Data Sharing ◽  
Educational Technology Research ◽  
Technology Research

Developing a Socially Responsible Approach to IT Research

2011 ◽  
pp. 913-926
Author(s):  
Justin Marquis
Keyword(s):  
Educational Technology ◽  
Educational Technology Research ◽  
Technology Research ◽  
Power Structures ◽  
Critical Perspective ◽  
Socially Responsible ◽  
Subtle Discrimination ◽  
Hidden Agenda ◽  
The Social ◽  
American Society

There is an ever-widening gap between the social classes in American society reflected in wages, living conditions, health care and access to technology. This chapter argues that a hidden agenda underlies much current educational technology research which, intentionally or unintentionally, reinforces the societal power structures which support this inequitable access. In order to demonstrate this subtle discrimination some of the work of well-known educational technology researcher Larry Cuban is examined in order to highlight the ways in which his choices of research sites and methodology help to perpetuate the digital divide through generalization and a failure to acknowledge the existence of persons who lack technology access in their homes. After the critique a methodology for conducting “socially responsible” educational technology research that employs a postmodern critical perspective to mitigate the discriminatory factors present in much contemporary research will be proposed.

scholarly journals Research on MOOCs in Major Referred Journals

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Abdelghani Babori ◽  
Abdelkarim Zaid ◽  
Hicham Fihri Fassi
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Online Courses ◽  
Empirical Studies ◽  
Educational Technology Research ◽  
Massive Open Online Courses ◽  
Research Articles ◽  
Technology Research ◽  
Massive Open Online ◽  
Learning Scenarios

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.  

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