Reflecting on the Think-Aloud Method for Evaluating E-Learning

Autor/inn/en	Cotton, Deborah; Gresty, Karen
Titel	Reflecting on the Think-Aloud Method for Evaluating E-Learning
Quelle	In: British Journal of Educational Technology, 37 (2006) 1, S.45-54 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2005.00521.x
Schlagwörter	Protocol Analysis; Cognitive Psychology; Higher Education; Foreign Countries; Computer Assisted Instruction; Data Analysis; Instructional Effectiveness; College Students; Learning Strategies; Educational Resources; Access to Computers; Educational Research; Learner Controlled Instruction; Case Studies; Web Based Instruction; United Kingdom + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Computer based training; Computerunterstützter Unterricht; Auswertung; Unterrichtserfolg; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsmittel; Bildungsforschung; Pädagogische Forschung; Case study; Fallstudie; Case Study; Web Based Training; Großbritannien
Abstract	E-learning is increasingly being used in higher education settings, yet research examining how students use e-resources is frequently limited. Some previous studies have used the think-aloud method (an approach with origins in cognitive psychology) as an alternative to the more usual questionnaire or focus groups, but there is little discussion in the educational literature about the advantages and disadvantages of this approach. In this paper, we discuss our experience of using the think-aloud method in a recent study, and we reflect on its potential contribution as a research method. A number of concerns about the method arose during our study, including the level of guidance given to participants, observer influence, and the complexity of data analysis. We conclude, however, that the richness of the data collected outweighs these constraints, and that the think-aloud method has the potential to enhance research in this field. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10