Qualitative Research
Intro for Educational Technologists
Research Continuum Poles-or-The Paradigm Wars
Positivistic
lGoal is to describe the phenomena that we experience. Thepurpose of science is to stick to what we can observe and measure.Knowledge of anything beyond that is impossible.
Naturalistic (Postpositivistic)
Goal is to hold steadfastly to getting it right about reality eventhough we can never achieve that goal. All observation is fallibleand has error and all theory is revisable; need to be critical of ourability to know reality with certainty.
Decisions, Decisions
Is quantitative precise or trivia-preoccupied?
Is qualitative deep or fuzzy-headed?
“The questions a researcherstrives to answer should drivethe choice of methods.”
Qualitative: Historical Elements
Learner Analysis & Formative Evaluation
Tech evolution effects on teaching/learning
Philosophical evolution effects on tech use
New tech enables new research methods
Need to know what is actually happening
Qualitative: Assumptions
Qualitative studies take longer
Qualitative studies meet w/ greaterresistance
Qualitative studies can be rigorous
Qualitative studies share identifiablecharacteristics
Qualitative Characteristics
Natural setting
Human data gatherer
“Felt” knowledge
Quantitative also
Purposive sampling
Inductive analysis
Grounded theory
Emergent design
Focus determines data
Boundaries may change
Negotiated “reality”
Multiple realities
Bound conclusions
Reluctant generalizing
Qualitative Research Methods
Observations
Interviews
Document &Artifact Analysis
Grounded Theory
Purpose-“Develop theorythrough an iterativeprocess of dataanalysis andtheoretical analysiswith verification ofhypotheses ongoingthroughout the study”
Process
lCollect extensive data
lContinually examine datafor patterns
lBuild theory from patterns
lCollect more data to refinetheory & questions
lContinue until few or nonew patterns emerge
Participant Observation Hallmarks
Researcher becomes part of the culture
Spend considerable time “in the field”
Interaction with participants (usual process)
lOpen-ended, unstructured interviews
lStructured interviews based on above
lDetermine focus for observations
lConduct follow-up interviews based onemergent patterns
Participant Observation Concerns
Site Selection Issues
lSuits research questions
lSimplicity
lAccessibility
lRemain unobtrusive
lPermissibleness
lFrequency of activity
lDegree of participation
Stages
lInitial contact
lGetting familiar
lIntense data collection
lBreak
lFocused study
lExhaustion/break
lFrantic activity
lCareful leave taking
Nonparticipant Observation 1
Types
lStream-of-behaviorchronicle
lProxemics & kinesics
lInteraction analysisprotocols
lDramaturgicalconstructions of reality
lAuto-observation
Characteristics
lData often coded intocategories
lFrequencies tabulated
lRelationships analyzed
lUnobtrusive as possible
lVerify with multipleobservers
Nonparticipant Observation 2
Scope may be broadand “rich” or narrowand “thick”
Biases are inevitableand therefor must be“bracketed”
Researcher is alegitimate member ofthe subject community
Data type and amountselected according toresearch questions
Sampling is purposiveand representative butnot random
Multiple observersneed training toincrease consistency