1. Methods of Research and Enquiry Developing Research Plan - Qualitative by Dr. Daniel Churchill

2. R&D in IT in Education  Let’s Check on your Group Blogs…  Let’s have your presentations and some discussion about research questions

3. R&D in IT in Education  Content of this lesson is largely based on Chapters 3, 14 and 15 from the recommended book for the module:  Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational Research: Competencies for Analysis and Applications. Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall Some slides are from the presentations by the book authors

4. R&D in IT in Education Revision--Overview of Approaches to ER

5. R&D in IT in Education Qualitative vs. Quantitative Research QualitativeQuantitative Develops hypothesesTests hypotheses Does not seek to control the contexts Seeks to control the context Researcher interacts with the participants Researcher does not interact with participants Involves a smaller sampleInvolves large number of subjects/participants for results to be statistically significant Assumes individualityAssumes that contexts are stable, uniform and controllable Interpretation of dataData analyses relies on statistical procedures

6. R&D in IT in Education The Nature of Qualitative Research  Qualitative research is the collection, analysis, and interpretation of comprehensive narrative data  Aims to gain insights into a particular phenomenon of interest  Useful for describing and answering questions about participants and contexts

7. R&D in IT in Education Range of Qualitative Approaches  Nine approaches  Case study -- an understanding of a person or entity  Ethnography -- describe and analyze all or part of the culture of a community by identifying and describing participants’ practices and beliefs  Ethology -- compare cultures with one another  Ethnomethodology -- examine people’s understanding of their daily activities  Grounded theory -- derive theory grounded in the perspectives of the participants  Phenomenology -- understand the meaning of an individual’s experiences (e.g. ICT experiences in a school)

8. R&D in IT in Education Range of Qualitative Approaches  Nine approaches (continued)  Symbolic interaction -- seek common understandings that emerge to give meaning to participants’ interactions  Action research -- seek a solution or improvement to a practical problem in the setting in which it is occurring (teacher’s research, not exactly a research, more like problem solving)  Historical research -- seek to understand the past by studying documents, relics, and interviews

9. R&D in IT in Education Features of Qualitative Approaches  Eight unique characteristics  Researchers immerse (interact) themselves in the situation  The data reflects the participants’ perspectives (should be objective, sometimes mis-interpret what ppl say)  Sources of data are real-world situations or natural contexts  Data is narrative (facts/pictures etc) in nature  Researchers focus on personal interactions with participants  Researchers avoid early decisions or assumptions about the study  Data are analyzed inductively*  Methods provide clear, detailed information reflecting participants’ voices

10. R&D in IT in Education Qualitative Data Collection  Commonly known as field work  Types of Sources  Most common Observations Interviews (1-4 persons)  Others Questionnaires; documents (e.g., journals, files, minutes, etc.); recordings; drawings, photos, or other artistic endeavors; or conversations (e.g., telephone calls, informal conversations, etc.)  Any source is acceptable as long as collecting it is ethical, feasible, and contributes to the understanding of the phenomenon of interest

11. R&D in IT in Education Observations  Obtaining data by watching participants in their natural setting  Two common types  Participant (interact with subjects)  Non-participant (don’t interact, just observe)  Field notes (during observation, take notes)  Notes taken during an observation to describe all relevant aspects of the situation Written records that contain information about the direct observations Reflections of the researcher’s reactions to the observation

12. R&D in IT in Education Interviews  Purposeful interactions between two or more people focused on one person trying to get information from the other person  Permits the exploration and probing of participants’ thoughts to get more in-depth information  Two types  Formal structured -- A specific set of questions that have been predetermined by the researcher  Informal unstructured -- A casual, informal conversation that allows the researcher to discover where the participants are coming from and what they’ve experienced

13. R&D in IT in Education Interviews  Three choices for collecting data  Taking notes during the interview Can be cumbersome and disruptive  Writing notes after the interview Can result in the loss of important information  Audiotaping or videotaping the interview (e.g. using digital recorder, ask Research Assistant to transcript), listen and note the important notes, write down the quotations of what ppl say, give back to participants to check if this is what they said.

14. R&D in IT in Education Quantitative Research Plans  Introduction -- three sections  Statement of the topic  Review of the literature  Statement of the hypotheses  Method -- five major sections  Participants, Instruments, Design, Procedures, Data analyses  Timeline - Description of the major activities and corresponding anticipated completion dates  Budget -- Descriptions of anticipated costs that are likely to be incurre  Appendix

15. R&D in IT in Education Qualitative Research Plans  Six general components  Title of the study  Introduction to the study  Research procedures  Potential contributions of the study  Limitations  Appendices Obj. 4.3

16. R&D in IT in Education Qualitative Research Plans  Title  Conveys key concepts of the study  Provides a framework for ongoing reflection  Serves as a conceptual point of reference Obj. 4.4

17. R&D in IT in Education Qualitative Research Plans  Introduction  Four sections Purpose statement -- A clearly written, concise statement that sets the stage for the rest of the plan Framing the study -- a frame of reference to which the reader can relate, the contribution of the study to existing theory, policy, or the solution of a practical problem Initial research question (one question) Related literature -- Links the study to any underlying assumptions and theories related to the initial research question Obj. 4.5

18. R&D in IT in Education Qualitative Research Plans  Procedures has 8 sections  Description of the overall approach and rationale for the study Identifies the qualitative approach (e.g., ethnography, historical study, grounded theory, etc.) Provides the rationale for why the particular approach is appropriate Provides a link to the appropriate literature on research methods  Site and sample selection Describes the rationale for choosing the particular sample (why you select this school, e.g. demonstrates ICT growth) Describes the process for gaining entry to the site (how to secure the school to join, e.g. persuade principals, students) Describes the site (e.g. local school, teacher how old they are Discusses the likelihood of building trusting relationships with the participants Obj. 4.6

19. R&D in IT in Education Qualitative Research Plans  Procedures has 8 sections  Researcher’s role Describes any negotiations needed to gain entry to the site, anticipates any ethical dilemmas  Data collection methods Describes the fieldwork techniques and tools for collecting data, Identifies multiple data sources  Data management methods Describes how large quantity of data will be managed and stored  Data analysis strategies  Trustworthiness features  Ethical considerations Obj. 4.6

20. R&D in IT in Education Qualitative Research Plans  Procedures (continued)  Data analysis strategies Interpretive nature of the analyses of data from fieldwork, observations, interviews, etc. Describes procedures for collating data Discusses the manner by which the data will be categorized in terms of emergent themes Provides a rationale for the conclusion and interpretations Obj. 4.6

21. R&D in IT in Education Qualitative Research Plans  Procedures (continued)  Trustworthiness features The researcher’s efforts to address traditional validity and reliability issues The use of triangulation – multiple data sources and collection methods  Ethical considerations Demonstrates sensitivity to the ethical issues related to informed consent Describes the plan to obtain informed consent States the researcher’s personal/professional ethical perspectives Obj. 4.6

22. R&D in IT in Education Qualitative Research Plans  Potential contribution of the research  Describes how the study will contribute to an understanding of the phenomenon being studied  Provides a link from the possible implications of the study to the broader framework under which the study was begun  Limitations  Discusses any limitations related to the researchers’ ability to deal with situations over which they have no control

23. R&D in IT in Education Qualitative Research Plans  Appendices  Provide information helpful in assessing the value and feasibility of the study Timeline (draw the Grantt chart) Sample consent form Sample of data collection protocols Obj. 4.7

24. R&D in IT in Education Evaluation of a Research Plan  Informal assessment  Critiques by the researcher, advisors, peers and colleagues, etc.  Critiques by experienced researchers  Formal assessment  Field tests (viability studies)  Pilot studies  Modifications based on the results of both informal and formal evaluations Obj. 5.1 & 5.2

25. R&D in IT in Education Ethical issues  Ask participants to acceptance to participant in the study  Provide the participant with Plain Language Statement containing;  Information about the objectives of the study;  Data collection methods;  Right to withdraw from the study;  Access preliminary data, analysis and report ;  Explanations of the participants’ role and responsibilities will be;  That the participant’s identity will not be disclosed and acronyms will be used for his/her name, and  Inform the participant that data will be used for the purpose of the study and possible journal publications

26. R&D in IT in Education Ethical issues  Inform the participant when collecting data  When writing report the researcher will ensure that the audience will be able to distinguish between data and interpretations.  The researcher will remain unbiased in respect to collected data and will acknowledge if any biases cannot be controlled.  Let’s check this site: http://www.hku.hk/rss/HREC.htm http://www.hku.hk/rss/HREC.htm

27. R&D in IT in Education Validity and reliability issues  Concept of Validity and reliability is different for Qualitative and Quantitative studies  Internal Validity – Going back to participants with preliminary analysis, triangulation  External Validity -- Literature

28. R&D in IT in Education Task  Identify and evaluate one computer tool that can be used to facilitate research