Metasynthesis in communication research: synthesizing the past to aid the future

IF 0.9 Q3 COMMUNICATION COMMUNICATION EDUCATION Pub Date : 2023-03-16 DOI:10.1080/03634523.2023.2171447

Leah E. LeFebvre, Luke LeFebvre

引用次数: 0

Abstract

We conducted a comprehensive content analysis of Communication Education in order to determine the type of article and its subsequent methodology (if an original article) in an e ﬀ ort to make an argument for greater appreciation and inclusion of metasynthesis in instructional communication scholarship. 1 Articles published in Communication Education between January 2012 and May 2022 were analyzed as the unit of analysis similar to Conley and Yun (2017). We categorized articles into the following types: editor ’ s note, forum, meta-analysis, metareview, metasynthesis, mixed methods, qualitative, quantitative, and rhetorical/critical. Our content analysis authenticated that the over-whelming majority of original research articles utilized quantitative methods. Conley and Yum ’ s (2017) research found similar ﬁ ndings from 2000 to 2016. Quantitative methodologies have predominated the methods used by communication researchers who published in Communication Education . Qualitative methodologically driven research articles occupied a signi ﬁ cantly smaller portion.

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传播学研究中的综合:综合过去来帮助未来

我们对《传播教育》进行了全面的内容分析，以确定文章的类型及其随后的方法(如果是原创文章)，从而为在教学传播学术中更好地欣赏和包含元合成提出论据。1与Conley和Yun(2017)类似，将2012年1月至2022年5月发表在《传播教育》杂志上的文章作为分析单元进行分析。我们将文章分为以下几类:编辑笔记、论坛、元分析、元回顾、元合成、混合方法、定性、定量和修辞/批评。我们的内容分析证实，绝大多数原创研究文章使用了定量方法。Conley和Yum(2017)的研究从2000年到2016年也发现了类似的结果。在《传播教育》上发表的传播学研究中，定量方法占主导地位。定性方法驱动的研究文章所占比例明显较小。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues

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