Here is an overview of a timely addition to the research methodology literature.
Research Methods for Education in the Digital Age arrived at the Ara library last week.
Written by Maggi Savin-Baden and Gemma Tombs 2017 and
published by Bloomsbury
After the introduction, 10 chapters. Includes useful
glossary differentiating the various methods and approaches referred to in the
book and 25 pages of references.
The introduction provides the rationale for the book. Being
to fill a gap in understanding about how research is now conducted in the
digital age. Has a table providing descriptions and salient literature sources
for key digital technologies used in education. Also includes brief overviews
of each of the following chapters.
First chapter, introduces ‘issues in researching education
in the digital age’. Begins with summarising the change to data types now
possible through the advent of digital technologies – the new typology of data.
Apart from orthodox data, there is now the possibility of collecting
participative intentional data, consequential data (i.e. health records),
self-published data (i.e. blogs etc.), social media data, data traces (from
search histories for example) and found data (available in the public domain).
Introduces the concepts of the internet of things, digital tethering and
digital immortality. Switches tack briefly to preview the traditional
philosophies that inform research practice, conceptual frameworks and then
discusses the challenges wrought be digital data.
Chapter 2 – new methodologies? – introduces potential
methods including liquid methodologies (which morph across philosophical
approaches); digital and visual methods – visual ethnography, arts-informed
inquiry, grounded theory, evaluation, narrative inquiry,
Continues with chapter on ‘ethnographies for the digital
age. Summarises the history of ethnography and then describes and discusses a
range of possibilities. Ethnography for the internet, netography, sensory
ethnography, connective ethnography, visual ethnography and critical
ethnography.
Fourth chapter on adapting research approaches for
educational research in a digital age focuses on design-based research, design
patterns, future technology workshop, actor-network theory and activity theory.
These are defined and critiqued.
Chapter 5 on quantitative data in digital context introduces
the three main categories of data. Individual, engagement and learning.
Engagement data is further sub-categorised as action or activity orientated,
network-orientated or content- orientated. Big data, learning analytics and
educational data mining are also introduced and discussed. Various modes for
data gathering enabled by digital technologies are also presented and pros and
cons discussed. These include web delivered surveys, mobile delivered surveys,
social media polls, avatar delivered and chat bot delivered surveys. Other
types of data including mobile application data, social media data, geo-location data and the
data associated with participation in virtual applications also detailed.
Digital ethics is covered in the next chapter. The chapter
begins with an overview of the purposes of ethics in research. Then a
discussion on how the advent of digital research methods and data, pose
challenges. Solutions are proposed and discussed. In particular, the issues of
privacy, consent and analytics in digital spaces, ‘found data’ in education –
e.g. data available from participants in the public sphere, consent and
learning analytics – who owns the data and issues of transparency.
Then a chapter on digital data creation and collection.
Begins with discussion on what is the researchers’ role. Then discusses cooperative
research opportunities afforded by digital technologies. Uses observations as
an example of how research methodologies have shifted. Observation may now be
carried out without research presence, using avatars or concentrate on textual
and visual observations.
Chapter 8 covers data management covers the types of digital
data – refashioned, re-created, digitally connected and digitally created. Then
goes through the various ways for digital data analysis including social
network analysis, analytical induction, critical discourse analysis,
interpretative phenomenological analysis, narrative analysis, content, keyword
and thematic analysis. Most of these achieved through the use of digital tools.
Theories for interpreting educational research data in the digital age include
cyborg theory, rhizome theory, network society, supercomplexity and digital
tethering. Each is defined, discussed and critique.
Then chapter 9 on representation and portrayal in
qualitative research. Interesting chapter on how research can now be
represented or portrayed through use of digital research methods and tools.
Defines each and provides examples, critiques.
Last chapter is on digital impact which is about how
research impact can now be measured through mechanisms like h-index and
altmetrics. Also introduces the new ways research findings can now be presented
including institutional or personal websites, blogs etc. the advent of video
abstracts and articles; data visualisations and the role of open access / open
data.
All in, a good update for researchers on the potentialities
and details for moving from traditional means for conducting and disseminating
research, to the methods possible with digital technologies. The book is more of a 'how to' rather than an academic book, so it is accessible and well laid out.
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