Abstract :
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.
