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Validity in Quantitative Content Analysis
ARTICLE

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Educational Technology Research and Development Volume 52, Number 1, ISSN 1042-1629

Abstract

Over the past 15 years, educational technologists have been dabbling with a research technique known as quantitative content analysis (QCA). Although it is characterized as a systematic and objective procedure for describing communication, readers find insufficient evidence of either quality in published reports. In this paper, it is argued that QCA should be conceived of as a form of testing and measurement. If this argument is successful, it becomes possible to frame many of the problems associated with QCA studies under the well-articulated rubric of test validity. Two sets of procedures for developing the validity of a QCA coding protocol are provided, (a) one for developing a protocol that is theoretically valid and (b) one for establishing its validity empirically. The paper is concerned specifically with the use of QCA to study educational applications of computer-mediated communication.

Citation

Rourke, L. & Anderson, T. (2004). Validity in Quantitative Content Analysis. Educational Technology Research and Development, 52(1), 5-18. Retrieved August 17, 2019 from .

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