傳播數據分析

Class 1 9:00-12:00—Course Overview + Why Research Synthesis Matters Goals: Introduce research synthesis as scientific inquiry; define meta-analysis; explain the staged workflow; discuss how synthesis differs from narrative review. In-class: Topic brainstorming; examples of strong and weak syntheses; mapping student interests to feasible research questions.

Class 2 9:00-12:00—Formulating the Problem Core: Conceptual definitions; operational boundaries; inclusion/exclusion logic; associational vs causal questions. Workshop element: Students draft research question and define variables and outcomes. Discussion of the selected topics with the instructor and receipt of instructor feedback. Deliverable launched: Assignment 1 (Problem definition). Draft conceptual definitions and preliminary inclusion/exclusion criteria. Class 3 14:00-17:00—Searching the Literature (Systematic and Replicable) Core:Search terms; databases and sources; complementary search strategies; documenting the search; anticipating retrieval bias. In-class: Build database search strings; compare yield; discuss strategies for unpublished or hard-to-find studies. Deliverable launched: Discussion of the initial literature search results with the instructor and receipt of instructor feedback.

Class 4 9:00-12:00— Searching the Literature, Screening and Study Flow Documentation Core: Keep searching for literature. Translating searches into screening stages; documenting study flow; screening disagreements; avoiding post hoc decision making. In-class: Title/abstract screening practice; handling duplicates; screening decision rules. Deliverable: Assignment 2 (Literature search plan + initial search log). Class 5 14:00-17:00— Gathering Information from Studies (Coding Design) Core: What to extract; coding sheet vs codebook; selecting moderators; extracting sample and design details; extracting statistical outcomes. In-class: Students draft a coding framework for their topic and outcomes. Deliverable launched: Discussion of the draft codebook and coding sheet with the instructor.

Class 6 9:00-12:00—Inter-Coder Reliability and Coding Training Core: Reliability; coder training; resolving discrepancies; documentation for ambiguous cases. In-class: Pilot coding on a shared set of studies; compute agreement; revise codebook language. Deliverable launched: Assignment 3 (Coding sheet + coding guide/codebook). Class 7 14:00-17:00—Evaluating Study Quality, Effect Sizes, Moderator Analyses and Subgroup Comparisons Core: Criteria for inclusion/exclusion based on design and implementation; categorizing studies; role of quality in synthesis (exclusion vs moderation vs sensitivity analysis). In-class: Students develop a quality rubric appropriate to their topic; decide how quality will be incorporated analytically. Deliverable launched: Assignment 4 (Inter-coder reliability report).

Class 8 9:00-12:00— Effect Sizes, Models, Moderator Analyses and Subgroup Comparisons, and Heterogeneity Core: Effect size metrics; fixed vs random effects models; heterogeneity; independence issues; preparing an analysis-ready dataset. In-class: Effect size extraction demo; dataset structure; initial analysis workflow overview. Deliverable launched: Assignment 5 (Preliminary meta-analytic results plan).

No class.

No class.

No class.

Class 9 9:00-12:00— Analysis Lab 1: Data Cleaning + Effect Size Computation Focus: Students bring coded datasets; instructor reviews effect size calculations; troubleshoot missing statistics and coding ambiguities. Checkpoint: Confirm unit-of-analysis rules and independence decisions. Deliverable: submit project progress

Class 10 9:00-12:00— Analysis Lab 2: Model Choice + Heterogeneity Focus: Fit baseline models; interpret average effects and confidence intervals; evaluate heterogeneity diagnostics. Checkpoint: Confirm alignment between theoretical rationale and analytic plan. Deliverable: submit project progress

Class 11 9:00-12:00— Moderator Analyses and Subgroup Comparisons Focus: Test key moderators; interpret conditional effects; avoid overfitting; connect moderators to theoretical mechanisms. Deliverable: Updated results tables/figures.

Class 12 9:00-12:00— Publication Bias, Missing Data, and Sensitivity Analyses Core: Examine potential missing evidence; assess robustness to analytic assumptions; interpret bias diagnostics carefully. In-class: Run multiple checks; discuss limitations and what conclusions remain supported. Deliverable: Updated results tables/figures. Students may complete the content for Classes 9–12 remotely and meet with the instructor online to discuss any questions they may have.

Class 13 9:00-12:00—Interpreting Evidence (From Numbers to Meaning) Core: Practical vs statistical significance; generalizability; limits of causal inference; translating findings into clear claims. Deliverable launched: Presentation slides draft (Assignment 6).

Class 14 9:00-12:00—Presenting Results (Writing Workshop) Core: Manuscript structure; reporting completeness; transparent methods; clear results narrative; defensible discussion and limitations. In-class: Outline peer review; methods checklist; revision planning.

Individual advising

Class 16 9:00-12:00—Student Presentations + Peer Feedback Round 2 + Wrap-Up Activity: the class presents (10–12 minutes each). Feedback: Structured rubric: clarity of question, search documentation, coding reliability, analytic choices, interpretation, and communication. Wrap-up: What makes a synthesis trustworthy; publication planning; reflection on documentation and reproducibility. Final deliverable: Final manuscript + documentation package.