Exploring 35 Years of Research into ODE - Olaf Zawacki-Richter & Som Naidu #EDENRW9
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Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany. Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
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Exploring 35 Years of Research into ODE - Olaf Zawacki-Richter & Som Naidu #EDENRW9
- 1. Content Analysis and Text-Mining Exploring 35 Years of Research into ODE Oldenburg, 5 October2016 Olaf Zawacki-Richter& SomNaidu
- 2. Folie2 Agenda Content analysis and text-mining tools Mapping research trends from 35 years of publications in the journal Distance Education Remarks and reflections from the Editor Reflections from a pioneer and world scholar of our field: Otto Peters
- 3. Content analysis tools that you already know... Slide3
- 4. Folie4 Qualitative Content Analysis With tools such as MaxQDA or Nvivo. Manual coding, writing memos, etc.
- 5. Folie5 Wordle Word Clouds http://www.wordle.net Stöter, J., Bullen, M., Zawacki-Richter, O., &vonPrümmer, C. (2014). Fromthe backdoor into the mainstream– the characteristics of lifelong learners. InO. Zawacki-Richter&T. Anderson(Eds.), Onlinedistanceeducation-Towardsaresearchagenda(pp. 421–457). Athabasca, Edmonton, Canada: AthabascaUniversityPress.
- 7. Folie7 Google Books NgramViewer https://books.google.com/ngrams Based on books published between 1500 and 2008
- 9. Content analysis with a text-mining tool Slide9
- 10. Folie10 Text-Mining with LEXIMANCER Huge amounts of text can be analysed with text-mining tools Results are depicted in „concept maps“ based on relative locations of concepts in the text that form a „thematic region“.
- 11. Folie11 Cretchley, J., Rooney, D., &Gallois, C. (2010). Mappinga40-Year historywithLeximancer: ThemesandconceptsintheJournalof Cross-CulturalPsychology. Journal of Cross- Cultural Psychology, 41(3), 318–328. 1416 articles over 40 years Analysis of central themes by decades Shows different social- psychological trends Bibliographic analysis
- 12. Folie12 Content validation of qualitative text analysis Harwood, I., Gapp, R. P., &Stewart, H. J. (2015). Cross-checkfor completeness: exploringanoveluseofLeximancerina GroundedTheorystudy. The Qualitative Report, 20(7), 1029–1045. "Leximancerisnotapanacea, itstillrequires analytical sensitivity and judgment in its interpretation, butitisstraightforwardto probethedataandcross-checkviatheresultantmaps. [...] Leximancerenablestheanalysttomakesenseoflargenarrative datasetswithminimalmanualcoding. Theresultisanefficient andimpartialsecondopiniononopencodes(concepts, categoriesanddimensions)andpotentiallinksbetweenthem" (p. 1041).
- 13. Zawacki-Richter, O., &Naidu, S. (2016). Mappingresearchtrendsfrom 35yearsofpublicationsinthejournalDistanceEducation. Distance Education, 37(3). http://doi.org/10.1080/01587919.2016.1185079 Open Access! And also published in Chinese: Slide13
- 14. Folie14 Sample DistanceEducation(listedintheSSCI), since1980 Impactfactorin2015: 2.021 OwnedbytheOpenandDistanceLearningAssociationof Australia Publisher: Taylor&Francis ExecutiveEditor: SomNaidu Articlesinthesample: o 1980-1984: N=56 o 1985-1989: N=50 o 1990-1994: N=56 o 1995-1999: N=75 o 2000-2004: N=75 o 2005-2009: N=101 o 2010-2014: N=102 35 Years: 515 Articles35 Years: 515 Articles
- 15. Folie15 Sample Distance Education inthecoreoftheDEjournal network 210- 1 2 . 2 2 . 1 2 1 . 9 1 . 8 1 . 7 1 . 6 1 . 5 1 . 4 1 . 3 1 . 2 1 . 1 1 0 . 9 0 . 8 0 . 7 0 . 6 0 . 5 0 . 4 0 . 3 0 . 2 0 . 1 0 - 0 . 1 - 0 . 2 - 0 . 3 - 0 . 4 - 0 . 5 - 0 . 6 - 0 . 7 - 0 . 8 - 0 . 9 - 1 - 1 . 1 - 1 . 2 - 1 . 3 - 1 . 4 - 1 . 5 A J D E A s ia n J D E D E E U R O D L IJ D E T IJ O L IR R O D L J D E O J D L A O L Q R D E T O J D E Zawacki-Richter, O., &Anderson, T. (2011). Thegeographyofdistanceeducation- bibliographiccharacteristicsofajournalnetwork. Distance Education, 32(3), 441–456.
- 17. Slide17 1980-2014 (N=515) Overall scope of the journal Articlesondistanceandopen educationinthecontextofhigher educationandacademiclearning Twomajorthemes"students" and "learning" areconnectedvia "interaction”.
- 18. Slide18 1980-2014 (N=518) OUsestablishedinthe1970s Beginningofprofessionalization(Keegan, 1980) Reflectiononprofessionalpracticesbasedoncasesfrom variousDEinstitutions, e.g. organizationalstructureofDeakin UniversityinAustraliaasamixed-modeinstitution(Jevons, 1984) 1980-84: Professionalization and institutional consolidation (N=56)
- 19. Slide19 (N=50) DEstudentsinfocus Instructionaldesigninspecificdomains Ed. tech. tobridgethegapbetween studentsandteachers 1985-89: Teaching and learning in distance education
- 20. Slide20 (N=56) Problemswithqualityemerged FocusonstudentsatisfactionandID Remotevideoandaudiosystems 1990-1994: Quality assurance in DE
- 21. Slide21 (N=75) 1995-1999: Student support and early stages of online learning Student-centredapproachesto ensurehighqualitylearning experiences Designofonlinecoursesand theroleofonlineTutors, strategiesforonlineteaching
- 22. Slide22 2000-2004: The emergence of the virtual university (N=75) Researchononlinelearningis movingintothemainstream Issues: studentengagement, therol ofthee-moderator, interactioninth onlinelearningenvironment
- 23. Slide23 2005-2009: Collaborative learning and online interaction patterns (N=101) Collaborativelearning Computer-mediatedcommunicatio Analysisofonlineinteraction patterns
- 24. Slide24 2010-2014: Interactive learning, MOOCs and OERs (N=102) Interactionasmediator betweenstudentsand learning OERsandMOOCs Specialissues
- 25. Slide25 Three waves of research 1. ConsolidationofDEinstitutionsandinstructionaldesign 2. Qualityassuranceandstudentsupport 3. VirtualUniversity, andonlineinteractionandlearning
- 28. Folie28 Cautionary remarks about the sample Nevertheless… Our sample is sourced from one English language journal. And it offers us one window into the development of scholarship in distance education over the past 35 years
- 29. Folie29 Is it the full story? Does it tell the whole story? Nope… It would be useful to extend this to other journals in the field and see if patterns differ, and why or how? And other sources should include: o Content of academic programs, o Program directors and their backgrounds, o Masters theses and PhD Dissertations, o Distance Education Handbooks, o etc.
- 30. There are other mediating factors as well. Slide30
- 31. Folie31 The Gatekeepers…! Editors and their backgrounds Editorial policies and their biases Members of editorial boards and their backgrounds Reviewers of submissions to the journal (DE Board members and others who are not members of the Editorial Board).
- 32. Folie32 Executive Editors of DE journal Founding Executive Editors: o 1980-1990: Ian McD. Mitchell and Desmond Keegan A changing of the guard and its implications o 1990-1997: Executive Editor Ian McD. Mitchell o 1997-Present: Executive Editor Som Naidu The impact of their backgrounds and training
- 33. Folie33 However if you build it, will they come? Is a journal as good as the submissions it receives? Do you or don’t you publish from the best you have? How proactive does one need to be (in building networks, searching for and commissioning articles)? Working with promising authors (Feels and sounds like working with PhD student projects and papers). Editors should be prepared to nurture and help. And to actively support and promote equity.
- 34. Folie34 Influence of the publisher Distance Education always subscription based. 1980-2000: Distance Education published by various University Presses. With varying publication schedules. 2000 to present (Taylor and Francis Publishers). Fixed publication schedules (journals have to got to press on schedule)
- 35. Folie35 Frequency of publication From 1980-2005 two issues per volume Publishing about 15-18 articles per volume From 2005 onwards increased to THREE issues per volume Publishing about 22-25 Articles per Volume.
- 36. Folie36 Role of special themed issues Special themed issues (only way 3 issues per volume was possible). Role of special themed issues (attractive and helped improve the journal’s profile as well as its impact factor). Special themed issues offered opportunity to spread the workload, invite other experts to bring in new and different perspectives. And an opportunity to capture the spirit of a topic of current interest.
- 37. Folie37 Special Issues SpecialissuesinDistance Education byyear
- 38. 10/10/16 38
- 39. 10/10/16 39 Altmetrics and the role of social media
- 40. The new kid in town Open Access Publishing Slide40
- 41. Folie41 Role of open access publishing Helped improve access to articles to a much larger audience. Helped improve access to research outputs to a much larger audience. As a result, helped improve impact factor of the journal.
- 42. February 5-7 2017 ODLAA Conference https://odlaa.org/odlaa_events/2017-conference/ Slide42
- 43. ProfessorOtto Peters Reflections froma pioneerin the field Founding Rectorof the FernUniversity in Hagen (Germany) Slide43
- 44. Folie44 ...
Notes de l'éditeur
- The motto of this year's Research Workshop is Forging new Pathways of Research and Innovation in Open and Distance Learning: Reaching from the Roots. It is important to be aware of these roots in open an distance learning to avoid that we re-invent the wheel when e-learning, flexible, blended learning or however you might call it comes in. Especially for younger researchers stepping into this field it is vital to be able to build upon this vast body of research, knowledge and practical experience in the area of lifelong learing, open and distance education. So in our presentation we would like to take you on a journey, exploring 35 years of research into open and distance education
- We just published a paper together about mapping research trends from 35 years of publications in the journal Distance Education. But before we start I will spend some time to talk about content analysis and text-mining tools that you can apply for various research questions based on text-based data Then over to Som, the Chief-Editor of this journal who will reflect on the results and the publication process or business itself from the Editor’s perspective. Finally, we asked Professor Otto Peters to comment on this remarkable development of distance education research.
- This is a very labour intensive and time consuming exercise!
- It pretty well summarizes the main keywords of this chapter based on the frequency of terms that are used in the text.
- This is Google Trends which is based
- The Google Books Ngram Viewer is a search engine that displays frequencies of any search terms in Google Books which is a services that provides access to the full text of books and magazines that Google has scanned from 1500 to 2008. With this search engine you can also compare terms and concepts, for example here you that around the middle of the 19th century the number of books about science for the first time outnumbered books about religion.
- This chart shows the publications about distance education, lifelong learning, e-learning and online learning. Distance education came in in the middle of the 1970, and of course distance education is closely related to the concept of lifelong learning. And you see here that around 1995, 1997 e-learning and online learning started to emerge. I think this is a nice way to illustrate the raise of a new research community that should be aware of the past! OK let’s move on to the text-mining tool that we used for our study…
- It is also discussed in the literature about qualitative research methods that text-mining tools like Leximancer could be used to validate qualitative text analysis, for example by Harwood, Gapp and Stewart: Cross-check for completeness: exploring a novel use of Leximancer in a Grounded Theoy study. They conclude: Leximancer is not a panacea, it still requires analytical sensitivity and judgment in its interpretation … Leximancer enables the analyst to make sense of large narrative data sets with minimal manual coding”. But of course you need a profound knowledge of the subject matter to do this interpretation.
- OK, this concept map shows the overall scope of the journal over the whole 35year time period. The journal publishes research on education and the two major themes students and learning are connected via interaction. This is of course not a surprising result, but at least it shows the validity of Leximancer as a useful text-mining tool. To reveal trends in distance education research we looked at the following 7 five year time periods.
- This first time period between 1980 and 84 I call Professionalization and institutional consolidation. At this early stage of the development of research and scholarship in the field, much of the writing is grappling with conceptions of key and de ning terms such as distance, students and open university. The rst single-mode open and distance teaching universities were established in the late 1960s and early 1970s. The concept institutions forms a thematic region of its own, linked with policy and with a considerable overlap with the thematic region distance. There is a great deal of interest during this early period on understanding the nature, scope and functions of these organizations on a macro-level, and ways in which their operations differed from conventional educational institutions. After a decade of distance education practice, the 1980s were a time of reflection on these newly founded institutions. Researchers during these early stages of the growth of research and scholarship in the field were most concerned with challenges around the establishment of distance teaching universities and identity formation of distance education as a unique and legitimate field of scholarship, as well as the emergence and recognition of distance educators as professionals.
- The period 1985-1989 began to see a few other challenges coming to the fore and occupying the interest of researchers. These included best practices for course design in distance education and the adoption and integration of educational technologies. Distance education demanded and needed innovative solutions to the challenges posed by the separation of the learners from their teachers and the learning organization. Consequently, instructional design, media and educational technology emerge as new concepts in the concept map for this period. There is growing interest in the challenges of teaching and learning of specifc content areas, courses and curricular. How to teach history, chemistry or foreign languages at a distance?
- An attraction of the growing numbers of distance teaching institutions was their ability to offer educational opportunities to large numbers of students at economies of scale with paper-based study materials to high numbers of students. But the growth of large-scale open and distance education institutions – the so-called mega universities serving hundred thousands of students – brought with them high attrition rates and issues around the quality of educational provision. So quality problems emerged... Researchers around this time began to develop tools and strategies to understand why students were dropping out from distance education or withdrawing, as well as why they were continuing with their studies. These considerations led to student support being acknowledged as a ‘critical link in distance education’. This included use of newer and emerging technologies such as remote audio- and videoconferencing systems. These tools were becoming more widely used in the 1990s to offer and support better two- way interaction among teachers and students. However, synchronous communication comes with reduced flexibility and scalability.
- 1995 to 1999: Student attrition and quality assurance remains an important concern. The key for ensuring high quality learning experiences in distance education was seen to be in the design of student-centered learning experiences and support systems with a focus on the needs and prior knowledge of the individual learner. The concepts of instructional design and development are linked with materials and students via ‘support’ in the thematic region of learning. By now the Internet and the Web had been around for a few years, and the latter part of the 1990s began to see some interest in the potentials of virtual learning. However, the majority of these reports at this early stage of web-based learning and teaching were single case studies of projects, initiatives and pilot courses by early adopters, reflecting a ‘lone-ranger approach’ (Bates, 2000, p. 59), rather than a strategic, institution-wide initiative. At this stage, the concepts of educational technology, information and technology did not form a thematic region of its own. This changed in the next time period.
- …The emergence of the virtual university (2000-2004). The early years of the new millennium saw online learning moving into the mainstream of distance education provision, with growing interest in virtual learning and notions of the virtual university. And around this time there is a clear shift in publications towards research on online learning. Concepts such as learning, educational technology, online, course and delivery are appearing as connected. Fifty-four of seventy- five articles published between 2000 and 2004 deal explicitly with the development and design of online learning. Researchers are fascinated by the enormous opportunities that the new information and communication technologies a ord for collaborative online learning and teaching.
- The second half of the first decade in the new millennium begins to see a picture of distance education emerging that would transform its face and image as we had known it. Online education is beginning to be seen as the new face of distance education. And because online education is new and technology driven, it is attractive and fashionable to all, and not just distance educators. Several studies around this time seek to understand how collaborative learning occurs and how meaning is articulated and negotiated in light of constructivist instructional designs. Several case studies and studies of innovative instructional designs published around this time explore the full potential of digital media in collaborative online learning. As computer-mediated communication is mainly text-based and the data is easily available there are many studies investigation online interaction patterns. You see here that discussion and interaction form a thematic region of its own.
- Over the next five years (2010–2014), the theme interaction, continues to be the critical mediator between students, and learning, while the design of technology-enhanced collaborative learning experiences remains the major focus of the articles. This period also marks the emergence of MOOCs. With growing interest in open educational resources (OERs), there is increasing fascination with MOOCs, here... Linked with education. Two special issues of the journal pick up these themes for more in-depth exploration, ‘OERs and social inclusion’ (2012) and ‘MOOCs: Emerging research’ (2014). OERs are also a big feature of the special themed issue of the journal on ‘Distance education for empowerment and development in Africa’ (2011).
- So to conclude, we can describe three waves of alternating institutional and individual research perspectives are observable from this study of trends in 35 years of publications in the journal: 1., 2., 3.
- Along those lines, the research perspectives alternate between institutional and individual or macro and micro level issues. That’s why I speak about three waves of research. There is an innovation, a trigger or a specific challenge on the macro level (the establishment of the Open Universities, quality problems and the emergence of the Virtual University), and institutions respond to that with actions, practices and considerations on the micro level: instructional design, student support, opportunities for social learning and online interaction. And this is mirrored by the research publications. This also nicely shows that research emerges from practice and the results should feed back and inform practice as a contribution to the professionalization of our field. Thanks you very much and now over to Som.