Content Analysis: It’s Not Bean-Counting

Nagai, Althea K.

doi:10.1007/s12129-015-9528-6

Cited by 4 publications

(3 citation statements)

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“…To answer RQ1, content analysis (Grbich, 2007;Nagai, 2015;Stone, 2001) using the provisional coding approach (Saldaña, 2009) was done by the primary researcher to identify emotion that surfaced in participants' qualitative responses. Provisional lists generated from previous research findings, i.e., the 15 emotional constructs (Cleveland-Innes & Campbell, 2012) and the emotion categories (i.e., activity emotion, outcome emotions, and directed affectiveness) (Stenbom et al,2016a), were used in two coding phases.…”

Section: Discussionmentioning

confidence: 99%

Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

Jiang

Koo²

2020

OLJ

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The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

Jiang

Koo²

2020

OLJ

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“…In this study, the STF theoretical model was used as a comparison point with content downloaded from the Internet. Qualitative content analysis was suitable to find frequencies of concepts or themes within the sample materials (Nagai, 2015). The analysis included materials developed by designers, developers, graphic artists, reviewers, distributors, and sales people.…”

Section: Methodsmentioning

confidence: 99%

Arts-Based Instructional and Curricular Strategies for Working With Virtual Educational Applications

Steele

Johnston

Lawlor

et al. 2018

Journal of Educational Technology Systems

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In the 21st century, easy access to visually rich, immersive, student-centered, virtual applications could augment or replace text-based learning. However, the new developments are offset by the lack of insight into pedagogies needed to guide educators through a visual learning environment. The purpose of this directed content analysis was to provide an awareness about opportunities for learning cognitive and creative thinking skills in virtual applications. Analysis showed opportunities to develop one or more skills in 34 selected virtual educational apps. Educators in many subjects could apply insights from the conclusions and recommendations for using virtual applications within established curricula.

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“…The research team leveraged content analysis approach to analyze content from public sites. Content analysis is a qualitative research method for identifying the frequency of concepts, words, or themes within text (Nagai, 2015). The analysis included descriptive information on VR educational applications provided by concept creators, designers, graphic artists, development professionals, distributors, and sellers.…”

Section: Methodsmentioning

confidence: 99%

Exploring Pedagogical Foundations of Existing Virtual Reality Educational Applications: A Content Analysis Study

Johnston

Olivas

Steele

et al. 2017

Journal of Educational Technology Systems

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New virtual reality (VR) applications for education appear frequently in the marketplace but rarely contain explicit pedagogies. The research objective of this study was to identify and categorize principles and practices of pedagogy that are evident but not articulated in selected VR applications for education. Analysis of public content for the VR applications showed most were experiential while others were categorized as discovery learning, constructivism, situated cognition, direct instruction, or unclassified approaches. Educators and VR designers could use explicit pedagogical frameworks to support faculty development, construct extended, and congruent curricular options that stimulate reflections, build insights, and insure innovative and measurable outcomes.

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Content Analysis: It’s Not Bean-Counting

Cited by 4 publications

References 0 publications

Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

Arts-Based Instructional and Curricular Strategies for Working With Virtual Educational Applications

Exploring Pedagogical Foundations of Existing Virtual Reality Educational Applications: A Content Analysis Study

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