Thema 3, Quantitative methods.

Quantitative methods.

Subject of study in the first text

   In the article "Mixed research and online learning: Strategies for improvement" by Lowenthal, P. R. & Leech it is examined the phenomenon of online learning. Online learning is compared with the traditional method of learning (face to face learning). In the article it considers the steps and key considerations that can improve the quality of research of online learning. The method of analysis of these studies of online learning should be lead with several methods of analysis because one method of analysis can be misleading. Qualitative data can be verified with a constant comparative analysis: keywords, the number of words, content analysis, domain analysis, taxonomic analysis, component analysis and social presence. Data research that is their own report data from previous studies is the most commonly method used in studying online learning.

The subject of study in the second text

   In the article "Emotional presence, learning and the online learning environment" by Cleveland-Innes, M. and Campbell P. the authors review and investigate the presence of emotion in online learning. More and more students and teachers are becoming involved in online learning. But this method of learning is not the primary one because it requires new competence. Emotions can affect the results of online learning so they are present in the online environment. The purpose of research is the study of emotion as a mean that helps and hinders learning. Students’ expression of their emotions, combined with a social presence is a fundamentally new type of education based on the unique presence.

Way of studying the issue in the first text

   Currently, the research results often contain inaccuracies. This is partly a consequence of the comparison of old and new researches and other limited data types and their collections, and analysis. These research methods are not designed to obtain information about all the problems of research of online learning. Errors occurred even when the studies did not rely on self-rapport data and instead do an analysis of what is said and going online. The research was based and focused on the frequent repetition of participation of data. Usually, these reports about repetition of use are often analysed be means of content analysis. Content analysis is the second most common type of analysis for the study of online learning and the main research method of online discourse. Quantitative research has descriptive or comparative nature, or is based on relationships. Qualitative research is usually described. These two methods lead to different data and analysis results. Usually it is more common to use the sample size in qualitative research than on qualitative research.

 Historically, the mixed research is a mixture of qualitative and quantitative research methods. The purpose of this method is in the ratio of data’s mass and a broad interpretation of the results. Activity sequence in the mixed research is the definition of research objects, statement of purpose, definition of research and mixing studies, definition of research blending purposes, definition of research question sample data. Research questions are the basis for the limits of research and lead to the type of collected data. In the mixed research there are at least one question and at least one study of qualitative research and quantitative research in aspects of research.

Way of studying the issue in the second text

   "The online Community of Inquiry Framework" is used to analyse and to regularize the existence of emotions through the elements of online learning’s experience. New technologies allowed to do research easier and better. The critical theory can adequately account the emotional and spiritual aspects of online learning. The other theory says that emotion and cognition are inherently intertwined. The emotional expression is studied as a part of social representations online. "COI" is a model of research of teaching online. The methodology of online learning is made with the help of students. The earlier received data are modified instrument consisting of previously validated items of cognitive, social and teaching presence, and with the emotional presence’s addition. In the studies combinations of print and electronic media and the Internet conferences are used. During studies the combination of print and electronic media and the Internet conference are used, and  regular attendance and participation of students in the group are needed.

Data are collected from conferences, discussion transcripts (data from previous studies), supplemented with data from the online research experience. Answers are collected at the end of each course. After the second level of questions the accuracy of the sample is 66-80%. Participants of studies of “the effect of emotions on learning online” filled answers to questions in questionnaires.  The questionnaires were analysed for the emotions that often recur. The results were filled in tables and each table’s item was received by multiple tests. In addition, the emotion’s samples were compared with the taxonomy of human emotions.

Conclusions

   Various methods of research may increase the accuracy of the online learning. The differences between the research structures exist on the traditional scientific and mixed researches. Most previous studies are mono methods; the new researches are mixed researches which can detect the different nuances of research. The organizational task for development of produced researches is to study the general steps for these researches. The basis for these studies can be mixed research and some constant questions that are in the search. Research data which have their own reporting data for the most frequently used methods of online learning’s study can be also used.