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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• To outline WIP NZ research directions in the light of theory and WIP Intl findings
Offline Antecedents Online Offline Consequences
A contextual framework
Demographics
User characteristics
Power/Access issues
Activities
Attitudes
Uses
Intended/Unintended
Individual/Group/Societal
Negative/Positive
Diffuse/Specific
Offline Antecedents Online Offline Consequences
Early utopian hopes
The Internet
Changing lives
Complementing social
connectivity
Individual liberty
Pluralism
Community
Diversity
Kapor (1993)
Rheingold (1993)
Katz & Aspden (1997)
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Early reaction: a dystopian view
The InternetLoneliness,
depression, less communication
Kraut, Patterson, Lundmark, Kiesler,
Mukopadhyay & Scherlis (1998)
The InternetLoss of contact
with social environment
Nie & Erbring (2002)
Putnam (2001) The Internet
-ve impact on social capital &
community
Offline Antecedents Online Offline Consequences
A more neutral context
The Internet
DiMaggio, Hargittai, Neuman & Robinson (2001)
Power / inequality / access
issues
Community / social capital
Politics
Economic institutions
Arts / entertainment
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Q: Is there a main effect? A: No
Involvement
Katz & Rice (2002)
Access InteractionSocial capital
“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)
Q: Is there a main effect? A: No
Leaning (2005)
Instrumental / Neutral
Determinist / Utopian
Substantivist / Dystopian
Modal
vsvs
“Like the telephone and televisionbefore it, the Internet by itself is not a main
effect cause of anything.” (2000, p. 57)
Bargh, McKenna et al. (2000, 2002,
2004)
Interactionist
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
Digital Divide vs Digital Differentiation
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).
Peter & Valkenburg
(2006)
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Social Anxiety
Identity experiments
Social competence
Loneliness
Variety of comm.
partners
Valkenburg & Peter (2008)
Self concept unity
Offline Antecedents Online Offline Consequences
Structure of WIPNZ variables
Crothers (2008)
Household characteristics
User characteristics
Ratings / attitudes towards Internet
Equipment / Access
ConsequencesTime /
Activities
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WIP research context
General WIP location of analysis
Patterns of communication
Satisfaction
Digital Literacy
Trust
Social effects
AddictionDivide / Inequality
User profile types
Psychological characteristics Loneliness
/ anxiety
Democracy / governance
Online communities
WIP Intl comparisons: Two issues of interest to New Zealand
Dialup vs Broadband
WIP Intl comparisons: NZ interests
Education
Internet Use at School
(Hours per week)
WIP Intl comparisons: NZ interests
Education
The Internet and School-Related Work
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
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Outcome: Subsequent analysis
Dialup vs Broadband
issue
Urban-Rural
Broadband vs dialup
Income
Gender
Age
Employment status
Ethnicity
Education
NB: Demographic variables explain only a modest proportion of variance. New questions exploring satisfaction with reliability and speed included for 2009
Offline Antecedents Online Offline Consequences
Outcome: Intended research
Educationissue
Learning outcomes
Gaming pedagogy
Engagement
Personality variables
Teaching style
Learning styles
Possible WIP NZ research directions
• 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
Acknowledgments
Funders are not responsible for the findings of the NZ team or the other International partners
WIP NZ team members: Allan Bell, Jennie Billot, Charles Crothers, Ian Goodwin, Kevin Sherman, Philippa Smith
ICDC Administrator: Kristie Elphick
Funders:
Offline Antecedents Online Offline Consequences
Structure of WIPNZ variables
Crothers (2008)
Household characteristics
User characteristics
Ratings / attitudes towards Internet
Equipment / Access
ConsequencesTime /
Activities
General / transactions / Work access
Government / Home access
Learning / School access
Youth oriented Activities
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
Suggestions for main survey
• Avoid ‘main effect’ questions• Balance coverage with more on consequences• Rephrase ‘since the internet’ questions
Opportunities for collaboration
• Identifying and mapping areas for collaboration will avoid duplication and maximise efficiency• Sharing of methodological expertise