Reflecting on the think-aloud method for evaluating e-learning

• Published in: British journal of educational technology Vol. 37; no. 1; pp. 45 - 54
• Main Authors: Cotton, Deborah, Gresty, Karen
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.01.2006; Blackwell Publishing; Blackwell
• Subjects: Access to Computers; Automatic teaching; Case Studies; Cognitive Psychology; College Students; Computer Assisted Instruction; Data Analysis; Educational psychology; Educational Research; Educational Resources; Educational sciences; Foreign Countries; Higher Education; Instructional Effectiveness; Learner Controlled Instruction; Learning Strategies; Online instruction; Protocol Analysis; Research methodology; Teaching aids; United Kingdom; Web Based Instruction; United Kingdom; Learning; E-learning; Higher Education
• ISSN: 0007-1013; 1467-8535
• DOI: 10.1111/j.1467-8535.2005.00521.x

E‐learning is increasingly being used in higher education settings, yet research examining how students use e‐resources is frequently limited. Some previous studies have used the think‐aloud method (an approach with origins in cognitive psychology) as an alternative to the more usual questionnaire or focus groups, but there is little discussion in the educational literature about the advantages and disadvantages of this approach. In this paper, we discuss our experience of using the think‐aloud method in a recent study, and we reflect on its potential contribution as a research method. A number of concerns about the method arose during our study, including the level of guidance given to participants, observer influence, and the complexity of data analysis. We conclude, however, that the richness of the data collected outweighs these constraints, and that the think‐aloud method has the potential to enhance research in this field.