국내 교육공학분야의 내용분석(Content Analysis) 적용에 대한 방법론적 고찰 = Content Analysis in the Field of Educational Technology in Korea: A Methodological Review

다국어 초록 (Multilingual Abstract)

This article analyzed methodological characteristics of the researches that employed Content Analysis as a research method in the field of Educational Technology in Korea. We selected 32 articles, from the entire volumes of Journal of Educational Technology in Korea, that utilized content analysis as their analytical tools; and described their analytical processes focusing on the coding schemes, validity, reliability, and units of analysis. The results present that, firstly, researchers were inclined to select and apply existing coding schemes instead of developing their own, and Henri(1992)’s model was one of the most frequently referred frame. They provided, however, little, or much less than expected, rationale for their decisions whether to appropriate an existing model or to develop a new one. Secondly, the strategies or endeavor to enhance validity of the measure were mostly missing, not reported, or, if any, unsatisfactory. Thirdly, relatively large number of articles (23, 72%) reported inter-rator reliability coefficients, but only 3 (9%) studies described the analytical processes in fairly detail. Finally, semantic units, such as meaningful or thematic segments, and message units were the most preferred units of analysis. We synthesized the results, discussed the characteristics and limitations of the research practice related to content analysis, and provided suggestions for the future research in the end.

참고문헌 (Reference)

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