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Directions for WIP-related research: A theoretical framework WIP New Zealand | Nigel Smith http://wipnz.aut.ac.nz. Aim. To offer a framework to inform WIP (NZ) research direction To situate the WIP in a theoretical context To reflect on WIP International comparisons

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  1. Directions for WIP-related research: A theoretical frameworkWIP New Zealand | Nigel Smithhttp://wipnz.aut.ac.nz

  2. Aim To offer a framework to inform WIP (NZ) research direction To situate the WIP in a theoretical context To reflect on WIP International comparisons To outline WIP NZ research directions in the light of theory and WIP Intl findings

  3. Offline Antecedents Online Offline Consequences A contextual framework Intended/Unintended Individual/Group /Societal Negative/Positive Diffuse/Specific Demographics User characteristics Power/Access issues Activities Attitudes Uses

  4. Offline Antecedents Online Offline Consequences Early utopian hopes Rheingold (1993) Individual liberty Changing lives The Internet Pluralism Complementing social connectivity Diversity Kapor (1993) Katz & Aspden (1997) Community

  5. Offline Antecedents Online Offline Consequences Early reaction: a dystopian view Kraut, Patterson, Lundmark, Kiesler, Mukopadhyay & Scherlis (1998) Loneliness, depression, less communication The Internet Loss of contact with social environment Nie & Erbring (2002) The Internet -ve impact on social capital & community Putnam (2001) The Internet

  6. Offline Antecedents Online Offline Consequences A more neutral context DiMaggio, Hargittai, Neuman & Robinson (2001) Community / social capital Politics The Internet Power / inequality / access issues Economic institutions Arts / entertainment

  7. Offline Antecedents Online Offline Consequences Q: Is there a main effect? A: No Katz & Rice (2002) Social capital Interaction Involvement Access “Syntopia brings together the offline and online realms of action, local and global concerns, and individual and collective pursuits … It can foster both virtue and sin even while it synthesizes dystopian and utopian impulses” (p. 354)

  8. Q: Is there a main effect? A: No Instrumental / Neutral Determinist / Utopian Substantivist / Dystopian vs vs Leaning (2005) Modal Interactionist Bargh, McKenna et al. (2000, 2002, 2004) “Like the telephone and television before it, the Internet by itself is not a main effect cause of anything.” (2000, p. 57)

  9. Digital Divide vs Digital Differentiation Peter & Valkenburg (2006) Digital Divide Approach Divide seen in terms of age, education, income, ethnicity, geographic location Country differences (wealth, welfare-state type) Normalisation vs stratification Focus on access and frequency of use

  10. Peter & Valkenburg (2006) Digital Divide vs Digital Differentiation Digital Differentiation Approach Those with greater socio-economic, cognitive, and cultural resources, and skills… …will use the internet more frequently as an (a) information (H1) and (b) as a social medium (H2); and (c) less as an entertainment medium (H3).

  11. Offline Antecedents Online Offline Consequences Valkenburg & Peter (2008) Social competence Social Anxiety Variety of comm. partners Identity experiments Self concept unity Loneliness

  12. Offline Antecedents Online Offline Consequences Structure of WIPNZ variables Crothers (2008) Ratings / attitudes towards Internet Household characteristics User characteristics Time / Activities Consequences Equipment / Access

  13. Offline Antecedents Online Offline Consequences Digital Literacy WIP research context Patterns of communication Divide / Inequality Addiction General WIP location of analysis Social effects Psychological characteristics Loneliness / anxiety Trust User profile types Satisfaction Online communities Democracy / governance

  14. WIP Intl comparisons: Two issues of interest to New Zealand Dialup vs Broadband

  15. WIP Intl comparisons: NZ interests Internet Use at School Education (Hours per week)

  16. WIP Intl comparisons: NZ interests Education The Internet and School-Related Work

  17. Theoretical drivers for WIP NZ research direction Modal level of analysis (not ‘main effect’ research) Avoid utopian/dystopian extremes ‘Differentiation’ rather than ‘divide’ approach Complement main survey with additional work on consequences

  18. Offline Antecedents Online Offline Consequences Outcome: Subsequent analysis Urban-Rural Dialup vs Broadband issue Gender Age Broadband vs dialup Employment status Ethnicity NB: Demographic variables explain only a modest proportion of variance. New questions exploring satisfaction with reliability and speed included for 2009 Education Income

  19. Outcome: Intended research Offline Antecedents Online Offline Consequences Education issue Teaching style Gaming pedagogy Learning outcomes Engagement Learning styles Personality variables

  20. Trend and longitudinal panel analysis • Further exploration of youth/adult comparisons with paired dataset • Establishing smaller online panel for more frequent data collection • Integration of other NZ research (eg. official statistics) • Exploring collaboration with BIT NZ researchers • Effect of social networking on life satisfaction/wellbeing • Open ended research with young people Possible WIP NZ research directions

  21. Acknowledgments WIP NZ team members: Allan Bell, Jennie Billot, Charles Crothers, Ian Goodwin, Kevin Sherman, Philippa Smith ICDC Administrator: Kristie Elphick Funders: Funders are not responsible for the findings of the NZ team or the other International partners

  22. Offline Antecedents Online Offline Consequences Structure of WIPNZ variables General / transactions / Work access Crothers (2008) Ratings / attitudes towards Internet Government / Home access Household characteristics User characteristics Time / Activities Consequences Learning / School access Equipment / Access Youth oriented Activities

  23. Reflections on WIP methodology ‘Since being connected to the internet’ questions Mobile-only populations – impact on landline sampling Engagement with theory - Scale development – within main survey? In related research? Use of MVA? Lessons from other international comparative surveys? Eg WVS, ISSP

  24. Suggestions for main survey Avoid ‘main effect’ questions Balance coverage with more on consequences Rephrase ‘since the internet’ questions

  25. Opportunities for collaboration Identifying and mapping areas for collaboration will avoid duplication and maximise efficiency Sharing of methodological expertise

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