scholarly journals Methods to Analyze Likert-Type Data in Educational Technology Research

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Li-Ting Chen ◽  
Leping Liu
Keyword(s):  
Educational Technology ◽  
Logit Model ◽  
Model Transformation ◽  
Interval Data ◽  
Educational Technology Research ◽  
Ordered Probit ◽  
Technology Research ◽  
Alternative Strategies ◽  
Type Data ◽  
Analyze Data

Likert-type items are commonly used in education and related fields to measure attitudes and opinions. Yet there is no consensus on how to analyze data collected from these items. In this paper, we first synthesized literature on strategies for analyzing Likert-type data and provided computing tools for these strategies. Secondly, to examine the use and analysis of Likert-type data in the field of educational technology, we reviewed 424 articles that were published in the journal Educational Technology Research and Development between 2016 and 2020. Our review showed that about 50% of the articles reported Likert-type data. A total of 139 articles used Likert-type data as a dependent variable, among which 86% employed parametric methods to analyze the data. In addition, less than 1% of the 139 articles used an ordered probit/ logit model, transformation, or strategy for rescaling Likert-type data to interval data to perform statistical analysis. Finally, to empower educational technology researchers to handle Likert-type data effectively, we concluded the paper with our suggestions and insight regarding alternative strategies and methods.

scholarly journals Ethics in educational technology research: Informing participants on data sharing risks

2019 ◽  
Vol 50 (3) ◽  
pp. 1019-1034 ◽  
Author(s):  
Marc Beardsley ◽  
Patricia Santos ◽  
Davinia Hernández‐Leo ◽  
Konstantinos Michos
Keyword(s):  
Educational Technology ◽  
Data Sharing ◽  
Educational Technology Research ◽  
Technology Research

Developing a Socially Responsible Approach to IT Research

2011 ◽  
pp. 913-926
Author(s):  
Justin Marquis
Keyword(s):  
Educational Technology ◽  
Educational Technology Research ◽  
Technology Research ◽  
Power Structures ◽  
Critical Perspective ◽  
Socially Responsible ◽  
Subtle Discrimination ◽  
Hidden Agenda ◽  
The Social ◽  
American Society

There is an ever-widening gap between the social classes in American society reflected in wages, living conditions, health care and access to technology. This chapter argues that a hidden agenda underlies much current educational technology research which, intentionally or unintentionally, reinforces the societal power structures which support this inequitable access. In order to demonstrate this subtle discrimination some of the work of well-known educational technology researcher Larry Cuban is examined in order to highlight the ways in which his choices of research sites and methodology help to perpetuate the digital divide through generalization and a failure to acknowledge the existence of persons who lack technology access in their homes. After the critique a methodology for conducting “socially responsible” educational technology research that employs a postmodern critical perspective to mitigate the discriminatory factors present in much contemporary research will be proposed.

scholarly journals Research on MOOCs in Major Referred Journals

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Abdelghani Babori ◽  
Abdelkarim Zaid ◽  
Hicham Fihri Fassi
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Online Courses ◽  
Empirical Studies ◽  
Educational Technology Research ◽  
Massive Open Online Courses ◽  
Research Articles ◽  
Technology Research ◽  
Massive Open Online ◽  
Learning Scenarios

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.  

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