1. Getting Started: Teaching Online Research Design Basics Janet Salmons, PhD www.Vision2Lead.com

2. Agenda Introductions Teaching a holistic design approach with the Qualitative e-Research Framework Learning to Research Researching to Learn Q & A

3. The Doing Qualitative Research Online Virtual Book Tour visits Janet Salmons, PhD @einterview www.vision2lead.comwww.vision2lead.com

4. Research skills are valuable for everyone!

5. Using the Qualitative e-Research Framework to think about a holistic approach to research design.

6. Type of Online Studies: Selecting Extant, Elicited or Enacted Methods

7. Collecting Extant Data Online Materials from the pre-Internet era scanned into digital formats and posted online. Historical Materials Materials created for electronic distribution and exchange. Contemporary Materials Materials described as emergent are those being created now in current discussions, blogs, and/or social networking sites. Emergent Materials

8. Collecting or Generating Data Online with Consenting Participants Interviews Participant observation Eliciting Arts-based and creative methods Games and simulations Enacting

9. Why conduct a study online? Is technology the Medium, Setting or Phenomenon ?

10. Example: Online research about finding support as a cancer patient Using ICTs as the Medium A "virtual interview" enabled women from 12 countries and 44 states to participate in this study. (Cesario, Nelson, Broxson & Cesario, 2010)

11. Using ICTs as the Setting This study comprised a convenience sample of archived online threaded messages posted in the online lung cancer support community during August and September 2008. The setting for the study was an online lung cancer support community…. Lobchuk, M., McClement, S., Rigney, M., Copeland, A., & H., B. (2014). A qualitative analysis of "naturalistic" conversations in a peer-led online support community for lung cancer. Cancer Nursing, 37(5).

12. Using ICTs as the Setting

13. Studying ICTs as the Phenomenon …the internet is becoming an important space in which cancer patients meet and construct knowledge regarding their illness. The aim of this paper is to study knowledge- and practice-construction among advanced cancer patients and caregivers, and to explore the suitability of online forums for analysis of these processes… Online forums enable participants to disclose experiences, share knowledge, and co- construct "good practices" for illness management. (Seale et al., 2006)

14. Learning to Research Designing questions Asking questions Synthesizing responses

15. Questions lead to more questions

16. Learning to Research Designing questions Asking questions Synthesizing responses Methodology & Methods Reflection

17. Researching to Learn Studying materials for gaps and creating questions Asking questions Synthesizing & contextualizing responses

18. Researching to Learn Studying materials for gaps and creating questions Asking questions Synthesizing & contextualizing responsesReflection Successful learning

19. Humans conceptualize all the time, comparing and contrasting objects, events, emotions – everything. To capitalize on this natural tendency we raise the learning environment to give test the students to increase their effectiveness. Working in using concepts, and we hope that consciously develop skills for doing so. (p. 86)

20. How can we use inquiry models online? 1. Focus  Assignments can begin with a research plan or design.  What information is needed to answer what question?  What are the parameters for this assignment, including time constraints?  Will students collaborate or work independently?  What people or materials should be used? Are agreements or permissions needed?

21. How can we use inquiry models online? 2. Conceptual control  Research can include interviews conducted online or in person.  Research activities can include observation of online activities, including social media, communities, and posted discussions.  Assignments can include research and analysis of documents or visual records available online or in digital libraries or archives.  Once information and data has been collected, participants organize, prioritize and describe relationships between key ideas.

22. Online activities can take you from the classroom to across the world!

23. How can we use inquiry models online? 3. Converting conceptual understanding to skills.  Students need to synthesize and make sense of what they’ve studied. What can they do with what they’ve learned– either to further academic study or to develop practical solutions using these new findings?  A first step may be a discussion that where individuals or teams share what they’ve learned and invite new insights from others in the class. At this point they may identify new questions or topics for future inquiry.

24. Studying leadership & teams… Read & Focus Read about teams and leaders. Identify gaps or questions. Look & Ask Observe someone leading a team discussion. Interview a leader about how he/she motivates teams. Synthesize & Analyze Compare and contrast ideas from reading, observing, and interviewing. Reflect on the process, make sense of new insights. Apply what was learned.

25. Summary of Common Themes Qualitative Research Inquiry Learning Reflection & Synthesis Purpose & Context Theory into Practice Inquiring Mind

26. Ethical Issues in Online Research

27. Permissions & Consent Permission Host or Moderator Conform Terms of Service Consent Participants

28. Questions

29. Keep in Touch www.vision2lead.com @einterview On LinkedIn, Facebook & Pinterist