From: Examining a technology-focused language teacher community on Facebook during a crisis situation
Study | Online platform | Main methods |
---|---|---|
Bissessar (2014) | Interviews with group administrators (n = 4) and group members (n = 22) | |
Britt and Paulus (2016) | Observations of education related tweets Interviews Archival documents | |
Carpenter et al. (2020) | Questionnaire (n = 841) | |
Carpenter and Krutka (2015) | Questionnaire (n = 494) | |
Curwood and Scott 2017 | Questionnaire (n = 64) Semi-structured interviews (n = 8) Observation of education related tweets (n = 530) | |
Goodyear et al. (2019) | Observation of PE related tweets (n = 901) among 100 participants In-depth semi-structured interviews (n = 18) | |
Patahuddin and Logan (2018) | Observation of Facebook responses to four posts about mathematics examples (n = 117) | |
Nilimarkka et al. (2021) | Analysis of posts, comments, and reactions of a Facebook group (eight years) using API Participant observation | |
Rutherford (2010) | Analysis of 187 discussion posts of a Facebook group | |
Schroeder et al. (2019) | Questionnaire (n = 117) | |
Wesely (2013) | Participant observation of interactions among language teachers using specific hashtags Interviews (n = 9) | |
Staudt Willet and Carpenter (2020) | Analysis of four different teaching-related subreddits (114,524 posts and 23,777 responses) for 12 months using API | |
Yildirim (2019) | Observation of posts shared in a Facebook group for mathematics teachers (n = 2442) Interviews (n = 14) |