Analysis of a Qualitative Research Article Presentation

Casey O’Donnell-Chavis Emtinan AlqurashiSomya Alghamdi

The article

Stacey, E. (1999). Collaborative Learning in an Online Environment. Journal Of Distance Education, 14(2), 14-33.

Abstract:

The study described in this article researched the process of collaborative learning that occurred when postgraduate students studying a Master of Business Administration (MBA) program used computer-mediated communication (CMC) as a means of small-group and large-group communication. It reports a largely qualitative study of groups of students learning collaboratively while living remotely from their university campus. The main objective of the research was to observe and document the effects of the use of the computer-mediated group conferences on the group interaction of the students and to record their use and perceptions of the effects of the use of computer-mediated communication in their learning process.

Importance of the research problem

This study was developed to explore the possible effects of using CMC technology in distance learning, how groups used a computer-mediated environment, and how the groups shared the online environment for group learning.

Little in literature about collaborative learning in an online environments.

The importance of the research is to help us understand the most effective ways of using online technologies in higher education programs.

Clarity of the research problem/question

In particular, the research questions driving the study were:

How did the groups use the computer-mediated environment provided? How did the groups share the CMC environment for group learning? What was the nature of learning in this environment? How did the computer-mediated environment provide a socially supportive environment for learning?

Appropriateness of a qualitative research approach

- Appropriateness of using ethnographic study in a distance education field.

- Using ethnography method as qualitative approach.

- Ethnography is being an appropriate for a small groups study of people’s behaviour in a single setting in everyday context.

- Ethnography enabled the participants to communicate electronically with other group and with the researcher, also using the electronic context as a data-gathering medium for sharing their perceptions and attitudes to developing the learning process

Appropriateness of the setting and participant selection

The sample size was selected randomly and divided into three groups;

First group, asked to select their own main mode of communication and represented each combination of electronic usage.

Second group used conferencing as central form of communication combined with local meeting.

Third group, with no chance of local meetings due to remoteness from one another, was dependent on communication technology.

Usefulness of disclosure of researcher's perspective

Elizabeth Stacey- professor at Deakin University in Melbourne, AustraliaResearch: the use of information and communication technologies in distance education

Theories: Theoretical framework from the perspective of social constructivism:The idea that people construct their own understanding by actively processing content in order to establish their own meaningVygotsky provides a basis for learning requiring social interaction

Clarity of the data collection strategies

Used both qualitative and quantitative strategies for a multi-instrument approach to uncover the participants’ understandings, motives, purpose, perceptions, interpretations and beliefs:3 Major Methods:1. Interviews (in-depth, before & after the study) *Main source of data2. Electronic observation- transcripts of conferences & questions to group, content of

communication3. Usage statistics of the electronic system- each month for each student (time intervals of logging

on to the system, etc)

Clarity of the data analysis strategies

1. Inductive- used the data to discover categories and interrelationships rather than using predetermined codes

2. NUDIST Software (Non-numerical Unstructured Data Indexing, Searching and Theorizing)- conducted on each student’s electronic footprint: conference messages, and studied pattern of message distribution

3. Multilevel spreadsheet was used from the TEAS electronic system

Discussion of clarity and credibility of results

Justifiability of conclusions

● Credibility

● Transferability

● Dependability

● Confirmability

Proposed by Guba and Lincoln, 1985

as cited in Ryan, Coughlan, & Cronin, 2007; Trochim, 2006

Credibility

The researcher concludes that “Learning collaboratively through group interaction was found to be achieved through the development of a group consensus of knowledge through communicating different perspectives, receiving feedback from other students and tutors, and discussing ideas until a final negotiation of understanding was reached”.

Evidence: one participant stated that “Above all else I think the advantage to when you outline your topic is to be able to broadcast that topic, get other people’s opinions, be able to share your research information and I guess in a sense be able to discuss at length and at their leisure, the areas that you’re working on”.

Transferability

31 part-time students (21 males, 10 females) participated in the research who were enrolled in the first year of MBA program as distance learners.

They were divided into three groups, the groups were based in different workplaces and geographic locations in Australia.

This is to ensure that participants needed to communicate online to facilitate their interaction as they were asked to collaboratively on two weekly tasks and submit their work as a group.

Dependability

Using CMC (Computer-Mediated Communication) enhances of group sharing of resources and perspectives electronically, such as researched explanations, literature references, or expert advice, and this way is an effective aspect of collaborative learning.

Learning through online classes as groups affected to seek group solutions for problems, with sharing electronic conference and discussion between groups, a small group also is more effective to share different perspectives and allow them to express their beliefs and ideas in a comfort level.

Confirmability (Justifiability of conclusions)

- This study has developed a sound theoretical rationale for using groups to learn collaboratively through electronic conferencing.

- The small collaborative group’s ability to help students develop social presence online enables them then to be able to work toward a social construction of knowledge.

- As online technology develops further, the issues of learning and group interaction identified in this study remain consistent and continue to be important to the most effective use of CMC.

References

Ryan, F., Coughlan, M., & Cronin, P. (2007).Step-by-step guide to critiquing research. Part 2: qualitative research. British Journal Of Nursing, 16(12), 738-744.

Stacey, E. (1999). Collaborative Learning in an Online Environment. Journal Of Distance Education, 14(2), 14-33.

Trochim, William M. The Research Methods Knowledge Base, 2nd Edition. Internet WWW page, at URL: <http://www.socialresearchmethods.net/kb/> (version current as of October 20, 2006).