A purposive approach to content analysis: Designing analytical frameworks

Gerbic, Philippa; Stacey, Elizabeth

doi:10.1016/j.iheduc.2004.12.003

Cited by 56 publications

(39 citation statements)

References 17 publications

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“…This treatment was also reinforced through deep and surface approaches (Gerbic & Stacey, 2005) and extended through the use of thematic analysis conducted using the NVivo qualitative software package (Walsh et al, 2008). In this way, no portion of the focus group dialogue was left uncoded and the outcome represented the shared respondents views and perspectives through an evolving coding sequence (Buston, 1999).…”

Section: Methodsmentioning

confidence: 99%

Mobile-Learning - Thai HE Student Perceptions and Potential Technology Impacts

James¹

2011

IES

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Higher education appears to be changing in the Thailand, as students, especially younger students whose social networking concerns match their obsession with mobile technology, may take issue with past academic teaching patterns and practices and opt for more contemporary approaches such as mobile-learning (m-Learning).This research used a qualitative approach and conducted a focus group of students (N=15) drawn from a target population of 256 using a simple random sampling process exploring their recent experiences of m-Learning at a small HE institution in Thailand.The major results yield a mixed response in terms of student readiness for m-Learning technology demands. The analysis would appear to suggest that there are crucial technological constraints that have to be overcome relating to mobile devices, the media used and the effects of the delivery mechanism; and that these technological constraints have a considerable impact on student's pedagogic engagement.Future research implications and issues surrounding the development of mobile-Learning in Thailand higher education are also discussed.

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Section: Methodsmentioning

confidence: 99%

Mobile-Learning - Thai HE Student Perceptions and Potential Technology Impacts

James¹

2011

IES

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“…The frequencies are used for descriptive, not inferential, ends. According to Gerbic (2005), content analysis is a qualitative tool that is subsequently reduced to numerical descriptions that can be analyzed statistically. Thus, the content analysis proposed by Garrison and Anderson (2003) is an excellent way to understand the qualitative nature of online discussion and then quantify it by examining the frequency of ocurrrence of the indicators.…”

Section: Discussionmentioning

confidence: 99%

Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction

Gutiérrez-Santiuste¹,

Arrufat²

2014

Brit J Educational Tech

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This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive, and teaching character. It also analyzes the participating higher education students' satisfaction with the activities, with the professors' actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization The goal of our research is to discover the pattern of development in the synchronous and asynchronous communications in a b-learning learning environment.Based on the theoretical model CoI and on previous studies related to the phases of virtual communication, we propose a methodology that uses cross-tab analysis to cross the data obtained-on the one hand, social, cognitive, and teaching elements and, on the other, the different phases of communication. The research draws conclusions about similar patterns of evolution with synchronous and asynchronous tools, the type of communication in each of the phases analyzed, and the students' satisfaction. Theoretical BackgroundThere are two ways of analyzing the phases of virtual communication. One approaches the process from the macro-perspective, that is, as it develops over longer or shorter period of time in which the communications are established. This category includes studies by Gilbert and Dabbagh (2005), Hara, Bonk, and Angeli (2000), Henri These studies analyze the evolution of the cognitive, metacognitive, social, or facilitating aspects over a time period of at least one semester or develop theoretical issues, as in the case of the studies by Salmon (2000) and Henri (1992).Analysis has also been performed using the theoretical framework of Community of Inquiry (CoI) through studies that focus on forums (Akyol & Garrison, 2008, 2011bAkyol, Garrison, & Ozden, 2009;Akyol, Vaughan, & Garrison, 2011;Shea et al., 2010) and chats (Wanstreet & Stein, 2011). These studies relate the passage of time to the evolution of the elements of the CoI model, indicating that the progression of the virtual communications produces changes in the social, cognitive, metacognitive, and teaching elements, except in the study by Wanstreet & Stein (2011), which does not find evolution. These studies start from the analysis of at least 9 weeks of communication and use content analysis or a mixed methodology to obtain their findings.We tackle this topic by considering each communication as a unit, an approach that enables us to observe the evolution of the communications on the micro-level. This approach is used in contributions by Tancredi (2006) and Winiecki (2003). For the case of synchronous communications, the model developed by Tancredi (2006) indicates that three phases are established in the chat: (a) Initiation: The purpose of the communications is to prepare for and present the session and provide...

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“…These dimensions of analysis are an operationalization of the "theoretical elements" that are considered relevant for the explanation of the phenomenon. This operationalization can take place in different ways (Gerbic and Stacey 2005), but the choice of a specific dimension in the analytic infrastructure always indicates a positioning with regard to the relevance of a "theoretical element. "…”

Section: Three Critical Methodological Aspectsmentioning

confidence: 99%

Toward a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes

Clarà

Mauri

2009

Computer Supported Learning

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The research field of Computer-Supported Collaborative Learning (CSCL) includes a large variety of approaches which present significant theoretical and methodological differences. This diversity complicates the articulation of the knowledge that is produced within this investigative framework. The paper addresses this problem from a dialectic view. We propose that the main reason for this problem is not the theoretical and methodological diversity itself, but rather the difficulty of situating one specific result within this diversity in a way that makes dialectic relations between results visible and mutual transformation of the approaches possible. In the present paper, we propose a set of indicators, applicable to content analysis approaches, aimed to facilitate this reciprocal positioning of the results in the field. These indicators come from what we term "critical methodological aspects": those aspects of the methodological infrastructure that are directly related to theoretical positions. We consider three critical methodological aspects in content analysis schemes: the units of analysis, the relations to be established, and the dimensions of analysis. Indicators regarding these aspects are proposed and defined, and their use for facilitating dialectical relations between results is exemplified by means of the examination of five specific approaches.

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A purposive approach to content analysis: Designing analytical frameworks

Cited by 56 publications

References 17 publications

Mobile-Learning - Thai HE Student Perceptions and Potential Technology Impacts

Mobile-Learning - Thai HE Student Perceptions and Potential Technology Impacts

Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction

Toward a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes

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