AECT 2012 -- Sampling Trends in Social Presence Research
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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.
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AECT 2012 -- Sampling Trends in Social Presence Research
- 1. 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 Perkins Boise State University
- 2. Angst… “How do you want to change the world?” David Wiley
- 3. Growth of Online Learning 5.6 million post-secondary students Source: Class Differences: Online Education in the United States, 2010
- 4. Growth of Online Learning Source: Class Differences: Online Education in the United States, 2010
- 5. I <3 Social Presence How we interact & connect with others online matters
- 7. Online Learning Research Research 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).
- 8. Online Learning Research Research 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).
- 9. Online Learning Research Research 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).
- 10. Bias ? 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/AE CT2009TypologyOnlineLearning.pdf
- 11. Balance
- 12. Method This study is descriptive in nature. RQ: What are the sampling trends of researchers who study social presence and online learning?
- 13. Method We 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
- 14. 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
- 15. Type of Manuscript • Conference papers: 4 • Dissertations: 23 • Journal articles: 74
- 16. 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
- 17. Type of Study 32% 37% Qualitative Quantitative Mixed 31%
- 18. Subject 6% 6% 9% Education Buisness Nursing Psychology 79%
- 19. Course Format 19% Blended Both 15% F2F Online 65% 1%
- 20. Level 6% High School 4 High School Undergraduate 25 39% Undergraduate Graduate 35 55% Graduate
- 21. Sample Size 10 under 11 43 under 50 52 under 100 76 100 or more
- 22. So what???
- 23. Contact Me email @ patricklowenthal@boisestate.edu
Notas del editor
- In the fall of 2009, 5.6 million students took at least one online course according to Sloan-C
- But let’s look at the growth of online learning in higher education
- This study isn’t complete.
- We posit that researchers need to do a better job of researching various contexts of online learning and investigating how the context shapes the experience. We are not arguing as some have that we simply need more experimental or multi-institutional studies with samples in the thousands but rather that we need to do a better job of investigating various and diverse samples of online learning (which then might lead to larger multi-institutional studies).
- 31% 31% 37%
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