Zhang, L. J (2014) A Meta-analysis method to advance design of technology-based learning tool: Combining qualitative and quantitative research to understand learning in relation to different technology features. Journal of Science Education and Technology 23: 145-159. doi:10.1007/s10956-013-9460-x

In a lengthy and data-rich report, Zhang talks of the many problems of data collection with design-based technology. He addresses the reasons why control groups don’t work in this environment, noting situated environments [situativity] and how it relates to learning, and data collection. After literature review, he integrates quantitative and qualitative methods to draw connections.

Meta-analysis was the chosen research method. He states reasoning, importance, processes, and coding. It was a limited-size sample, with the connection of technological features and learning aspects as the end goal.

I had thought, based on the title and abstract, that the purpose of this paper was to explain how both quantitative and qualitative research methods could be combined when evaluating the effects of educational technology on learning. In reading the paper, I’m not sure that was the result. I found the article difficult to comprehend, and likely won’t revisit. The takeaway for me is limited to the importance of not having to choose qualitative or quantitative in evaluating educational technology design.

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