A Critical Evaluation of : Browne, E. (2003) Conversations in Cyberspace: A study of online learning. Online Learning, 18(3), 245 – 259
Browne (2003) provides a clear aim for the research in examining interaction between lecturers and learners studying an online Masters Degree in Education. Both quantitative and qualitative research methods are utilised in the research with in-depth interviews and questionnaires. Implicit in the research is cyber-ethnography, a relatively new research method for researching online. The research is also combined with a review of the literature, demonstrating prominent thoughts and views on online learning.
Browne (2003) identifies key advantages for online learning – primarily to the learner when asynchronous communication provides time for reflective practice and considered response. The research also produces evidence of personal support networks that emerge out of online learning. Not surprisingly, many of the same attributes that would apply to traditional curriculum delivery methods also apply to virtual learning, for example, learning in any environment requires a strong curriculum with clear outcomes and methods for assessing the proficiency of those outcomes (Browne, 2003).
Browne (2003) also acknowledges that there are disadvantages in the technology and issues around student support, access and equity; as well as, improvements to be made with the research method itself. Browne (2003) recommends a code of practice for those researching online and also a clearer definition of cyber-ethnography as a research method and more work focusing on social worlds occurring in cyberspace. Learners need to understand the “rules of engagement” or how to interact in a virtual setting (online netiquette). This includes how to respond to the threads (asynchronous postings) of another, and how to resolve conflict in an online environment, including the cultural considerations of a global audience; which Browne (2003) observes. In virtual delivery, there are the additional responsibilities for Tutors, which Browne(2003) identifies, for example assuring that every student understands how to navigate the platform, has the correct hardware and software configuration, and where one can find technical support should they need it.
Browne’s work (2003) meets the expectations for ethical considerations and she argues for a greater need for ethical codes to be adhered to when the researcher is invisible to the participants. The research study is rigorously conducted with written consent received and guidelines followed from the British Education Research Association Guidelines (BERA, 2000)
The observational research gives the author, Browne (2003), the opportunity to gather live data and she could see what was taking place in situ rather than retrospectively and could record interactions. Data that is observed is closest to the event (Walliman, 2008,p.241) but distortions can occur. Corbin and Strauss (2008, p.29) discuss how people may not always be able to articulate or be consciously aware of the subtleties of what goes on in interactions between themselves and others; thus observation is a most suitable research method to obtain this data.
There are a number of theoretical perspectives that have influenced Browne’s (2003) research. Hine (2000) has carried out significant work in the field of cyber-ethnography, along with Kuntsman (2004). Hine (2000) discusses how easy is it to use the internet for conducting research with subjects, as compared to traditional real world in-person interviews and offers Researchers the opportunity to scale up their efforts, without being constrained by geographical extent. There are, however, many pitfalls, which Hine (2000) discusses; there is the question of how valid an interview is, conducted on the internet. Browne (2003) has had to consider some of the subject’s background on trust; but with the internet, one might not even know for certain, the subject’s gender or ethnicity. The virtual nature of the internet gives rise to these and many more aspects. It is precisely because biography and circumstance are removed from the equation that one needs to be more careful. It is perhaps too easy, to conduct online research – a kind of google ethnography.
The research is also very small-scale with only 12 students being observed with a composition of 11 women and one man; which questions the validity. The research is subjective and inevitably with bias.The research draws upon the views of three staff delivering the programme and one manager from the institution who had overall responsibility for the university’s curriculum. A structured observation and participative observation are subjective and biased. They require a focus and a hypothesis or identified objectives for the study; they also require some aspect of behaviour to be observed. Whatever the approach it is so important to be as objective as possible. There is the specific problem of researcher bias (where the ethnographic researcher’s preconceptions, assumptions and attachments to existing theories lead to the selection of data that fits what is expected to be the case) which could pose a threat to the validity of the study.
To enhance the rigour of the research, Denzin (1988) discusses observer triangulation using more than one observer in the study and data triangulation the use of more than one method of data collection – observation, interviews and documents; this method is also utilised by Browne (2003). At the analysis stage of the interview and questionnaire data, Browne (2003) utilises Laurillard’s (2002) categories to support a greater understanding and provide a framework for analysis. An extensive reference list indicates that the research has also drawn upon a range of previous work on online learning and cyber-ethnography. As with all research methods, there are issues of validity and reliability. Cyber-Ethnography can take a long time and is prone to difficulties of interpretation; however, as long as the researcher is aware of this – actions can be taken to mitigate the risks.
There is a danger in accepting one theoretical position with regard to what is the best approach to learning as Illeris (2002) illustrates using the metaphor of tension, between its cognitive, emotional and social aspects. The concept of online learning provides a robust and potentially insightful tool for deconstructing the different dimensions of learning. By better understanding a broad spectrum of factors that shape the process in different contexts, it is possible to reassess prevailing patterns of constraints and opportunities.
From this research study, I can see that a range and mix of methods is appropriate. On the one hand, it is possible to adopt a universal perspective that treats knowledge as it if were a transferable commodity; but also there is the constructivist view that knowledge is in the heads of people. Perhaps, it is both and it is how to develop the best of these.
The value of online learning requires careful consideration and the real opportunity as this small study by Browne (2003) has portrayed lies in the observing and talking to Tutors and learners and receiving their feedback on how they conceptualize and use the online tools available. With this information, the government can create contexts for the use of technology that enhances online learning and enriches social lives. The use of online learning in the study showed how it can offer informal, interest-driven communication. The challenge lies in the integration of the tools and how best to adjust to a more open learning environment.
Arguably, the future of online learning could be compromised if effort is not devoted to building consensual domains in which people from different backgrounds are able to build a great appreciation of each other’s point of view. This is hard work and takes time to get to know the way in which other people think, act and learn. Confronting the uncertainties associated with trying to become an insider in an unfamiliar context requires sustained commitment and might be less appealing than pursuing more predictable learning in familiar surroundings. Without such efforts though, we could remain largely unaware of the nature and significance of diversity.