Multi-method, multi-theoretical, multi-level research in the learning sciences

Tobin, Kenneth & Ritchie, Stephen M. (2012) Multi-method, multi-theoretical, multi-level research in the learning sciences. The Asia-Pacific Education Researcher, 21(1), pp. 117-129.

[img] Accepted Version (PDF 1MB)
Administrators only | Request a copy from author

View at publisher (open access)


We examine methodologies and methods that apply to multi-level research in the learning sciences. In so doing we describe how multiple theoretical frameworks informs the use of different methods that apply to social levels involving space-time relationships that are not accessible consciously as social life is enacted. Most of the methods involve analyses of video and audio files. Within a framework of interpretive research we present a methodology of event-oriented social science, which employs video ethnography, narrative, conversation analysis, prosody analysis, and facial expression analysis. We illustrate multi-method research in an examination of the role of emotions in teaching and learning. Conversation and prosody analyses augment facial expression analysis and ethnography. We conclude with an exploration of ways in which multi-level studies can be complemented with neural level analyses.

Impact and interest:

14 citations in Scopus
10 citations in Web of Science®
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 50873
Item Type: Journal Article
Refereed: Yes
Keywords: interpetive research, video ethnography, conversation analysis, prosody analysis, emotion, facial expression analysis
ISSN: 0119-5646
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2012 De La Salle University
Deposited On: 14 Jun 2012 01:44
Last Modified: 28 Mar 2013 09:43

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page