Dissertation critique

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Kenyatta University *

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119

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Sociology

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Nov 24, 2024

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1 Dissertation critique Student Instructor Institution Course Date

2 Abstract Overall, the abstract provides a clear overview of the aims and methods of the study, as well as the results regarding the keywords and publication trends in online science education research. However, there are a few areas that could be improved. First, it would be helpful to provide more context for the study by mentioning the motivation or rationale for examining online education in science education. This could include discussing any challenges or opportunities that online education presents in this field. Second, it would be helpful to provide more detail about the content analysis method used. For example, it would be beneficial to know how the articles were selected for inclusion in the analysis and whether any specific criteria were used. It would also be helpful to see how the data were coded and analyzed to understand the results' reliability and validity. Finally, it would be helpful to provide more context for the results by discussing any notable trends or patterns observed in the data. For example, it would be interesting to know if any particular topics or themes were particularly prominent in the articles or if there were any notable differences between the articles published before and after the COVID-19 pandemic. Introduction It seems that the purpose of this study is to examine the trends in online education research in science education, as well as the bibliometric structure of articles on online education in science education. The study used data from the Web of Science database and the VOS viewer program to analyze a total of 68 articles ( PAMUK., 2022 ). The data showed that the most commonly used keywords in these articles were science education, e-learning, distance learning, and online education, with e-learning being more commonly used in more recent publications.

3 The provided dissertation on online learning in the context of the COVID-19 pandemic does a thorough job of outlining the different forms of online learning, including synchronous, asynchronous, hybrid, and blended learning. It also highlights the challenges faced by teachers in transitioning to online teaching, such as maintaining control and preventing negative behaviors. However, the introduction to the dissertation could be improved by including more in-depth analysis of the effectiveness of online learning in the field of science education. While the dissertation mentions the lack of research on this topic, it does not offer any specific suggestions for how to address this gap or provide examples of promising approaches to teaching science online. In addition, the dissertation could benefit from a more detailed discussion of the specific infrastructure and access issues faced by students and teachers in the transition to online learning. Providing more concrete examples and data on these challenges would help to paint a more complete picture of the difficulties faced by those attempting to adapt to online learning during the pandemic. Overall, the dissertation provides a useful overview of the various forms of online learning and the challenges faced by teachers in transitioning to this mode of instruction. However, to truly critique the effectiveness of online learning in science education, the dissertation could benefit from a more in-depth analysis of the available research and specific suggestions for how to address the gaps in knowledge on this topic. Methods The research design used in this study was bibliometric, which is a method of analyzing and evaluating publications by using statistical and quantitative techniques. The data collection

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4 method involved searching for publications on the topic of online learning in science education in the Web of Science (WoS) database. A total of 20825 publications were initially found in the search, and this was narrowed down to 115 publications by limiting the search to "online learning". Among these 115 publications, 71 were articles and were selected for further analysis. The data analysis methods included examining the general characteristics of the authors and citation numbers of the articles, as well as analyzing trends in the number of annual publications, keyword density in the articles, and countries of publication. The data were visualized using the VOS viewer software formed a base for credible results (PAMUK., 2022). A co-word analysis was also performed, which involved analyzing keywords in order to identify connections between the topics studied in the analyzed publications. The research followed the PRISMA statement for reviewing and selecting publications. This section adequately describes the research design, sample, and data collection and analysis methods used in the study Results The dissertation presents an issue with the research on science education and online learning which has grown significantly in recent years, with the most productive year being 2021, likely due to the impact of the COVID-19 pandemic on education. The annual average number of citations has generally increased over the years, with the highest number of citations in 2021 and the lowest in 1998 and 2000. The 10 most cited publications in this field globally over the past 29 years have been identified, and it appears that the relationship between publication year and citation is related to the topicality of the subject and its contribution to the field. A co-citation analysis of articles and top publishing researchers has also been conducted, finding that Mayer RE and Archila PA are the most cited researchers in the yellow and blue

5 clusters, respectively. The most productive institutions in this field are the University of Sydney and the University of South Australia, and the most productive countries are the United States and Australia. The thematic focus of research in this field has primarily been on online science teaching and learning, with a focus on student outcomes and teacher training (PAMUK., 2022). There has also been a focus on the use of technology in science education and the integration of science, technology, engineering, and math (STEM) fields. Overall, the research in this field has demonstrated the potential for online learning to be a valuable tool for science education, but there are also challenges and limitations that need to be addressed in order to effectively utilize online learning in this context. Discussion The study aimed to examine the use of online learning in science education through a bibliometric analysis of international publications. The analysis found a significant increase in the number of publications on this topic in the past 10 years, with a particularly pronounced increase in the past 2 years due to the COVID-19 pandemic (Swennen, et al., 2020). This suggests that online education has become an increasingly important part of the education process, with the pandemic leading to a greater reliance on digital tools and online resources for teaching and learning. However, the study also highlights the challenges and limitations that may be encountered when conducting education remotely. Factors such as weak internet and technological infrastructure, low computer self-efficacy, and a lack of personal computers can all impact the effectiveness of online learning. Additionally, students may have negative attitudes towards online education or feel anxious or fearful about the pandemic, which could also hinder their learning.

6 These findings have important implications for the research question or hypothesis being tested, as they highlight the need to consider the impact of such factors on the effectiveness of online learning. In order to ensure that online education is successful, it is essential to address these challenges and limitations, either through the provision of necessary resources and support or by developing strategies to address negative attitudes and anxieties. The results of the study point out to potential solutions to challenges which could be the use of blended learning, which combines online and in-person teaching methods. This approach can allow students to benefit from the flexibility and convenience of online learning while also providing the opportunity for face-to-face interaction and support (Swennen, et al., 2020). It is important for researchers and educators to continue to explore and evaluate different approaches to online learning in order to identify the most effective and inclusive strategies for teaching and learning in the digital age. Overall, the findings of this study demonstrate the importance of online learning in science education and the need to address the challenges and limitations that may impact its effectiveness. By considering these issues and finding ways to overcome them, we can ensure that online education is accessible and effective for all students, regardless of their circumstances or location. Conclusion The current research findings show that there has been an increase in the number of studies on online learning in science education over the years, with a particularly pronounced increase in the past few years due to the COVID-19 pandemic. This increase may be due to the need for

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7 online education to adapt to the current circumstances and continue education during the pandemic. However, it is also noted that online learning is not always as effective as face-to-face education, and there are various challenges and obstacles that may impact its effectiveness. These include lack of additional compensation for the number of students or time spent, lack of social interaction between students and teachers, lack of training and resources, and difficulties in monitoring student progress. In order to address these challenges and improve the effectiveness of online learning, it is important for researchers and educators to continue to explore and evaluate different approaches to online education. The articles analyzed in this study also show that different keywords, such as "e-learning" and "distance learning," are used to refer to online learning. It is argued that online learning is particularly useful for visualizing science concepts and for exploring the potential of models and simulations in virtual environments. The majority of citations in these articles come from top academic journals in the field, such as Computers & Education, Science Education, and the Journal of Research in Science Teaching. The United States is the leading country in terms of publication output, while developed countries in general are shown to be at the forefront of research on integrating technological developments into the education system. Overall, the findings of this study suggest that online learning has become an important part of science education and that there is a need to continue researching and evaluating different approaches to online education in order to improve its effectiveness. While the COVID-19 pandemic has accelerated the adoption of online learning, it is important to consider the challenges and limitations of this approach and to find ways to address them in order to ensure that online education is accessible and effective for all students.

8 References Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2021). Opinion of students on online education during the COVID‐19 pandemic. Human Behavior and Emerging Technologies, 3(3), 357-365. Flores, M. A., & Swennen, A. (2020). The COVID-19 pandemic and its effects on teacher education. European Journal of Teacher Education, 43(4), 453-456. PAMUK, S. (2022). ONLINE EDUCATION RESEARCH TRENDS IN SCIENCE EDUCATION: CONTENT AND BIBLIOMETRIC MAPPING ANALYSIS. Journal of Educational Technology, 19(2).

Dissertation critique

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