Qualitative research should be reliable (basically means it reproducibel and consistent). But how do you do that? Hence the description of the methodology should be tight.
Audit trail; Basically refering back to the soure or resource you are using. Makes it easier for the reader to refer back to your work. Is it viable, perhaps, is it easy? Hell, no! But makes proof showing a hell lotta easier. Will I do it? I should I guess, will I? I can't quite say yet. I think learning the codes will kill me, I rather do basic referencing so to speak. Otherwise it will be like INTI's short forms, which I still do not get.
Validity-extent to which an account seems fairly and accurately represent the data collected. How to do so?
1. Triangulation( gahtering,analyzing data from more than one source to gain fuller perspective)
2.Member checks(when doing interviews, check if unsure with interviewees, what they mean)
3.Long term observation (pro-longed engagement)
4.Peer examination
5. Living among participants
6. Use rich descriptions
7. Long Term Observation=Pro-longed engagement
* Do not use quotations from only one source.
Interpret Findings
1. Not neutral
2. Personally reflect data
* Be aware of biases
Common Stages
1. Familiarizaiton with data
2. Transcription of tape material
3. Organization
4.Coding and re-coding
Did you?
Bounce bet concrete data and abstract concepts? between inductive and deductive reasoning and description and interpretation. Phew, I seriously hate all this "big" words!! Can't they just say it as it is!
March 27, 2010
Part 3: Journey of the Process Scary but Necessary!
Level 1 Process:Step 1 &2
Data:
a. Learn different dimension of the learning, in different phases
b. Could possibly reveal, emergent you might not know what you could find?
Level 2:
As a group, look at all the impressions and group into coherent categories and then sub-categorize it. It is labor intensive (involves brainstorming, categorize data
What are the themes and sub-themes?
1. Collabrative learning - peer and lecturer
2. Students taking responsibility- generating different solutions, identifying problems
4. Stimulation of interest- in class, beyond classroom
* Note that it is a continuing process and group notes and comments. Look at what the participants say or do.
Level 2:Step 2:Constant Comparative Analysis
1. Looking at data, exchanging, making comparison to merge data.
2. Themes evolve as you go along, data emerges.
3. Name categories, schemes can be suggested (can do member check to ensure vigor of data-in lay terms check when you do transcribing is it what the subjects really did say that!)
4. Must reflect purpose of research
5. Has to be mutually exclusive
* Analysis should be continous and constant not at the very end.Remember that CHERYL!
#Once no new ideas are present, saturation occurs.
Writing Descriptions
Capturing patterns, themes, intuitive process, concepts indicated by data
We need to go back to themes and sub-themes;
(Name, page number of interview,date of data,status update/wall post/comment/new post)- helps to identify the data
Representation of findings:Constructing Narratives
1. Identify dialogue that support themes
2. Collection of quotes
3.Identify tension and contradictions in individual experiences
Phew..lot more to go!
Nvivo software-check it out for qualitative data
Data:
a. Learn different dimension of the learning, in different phases
b. Could possibly reveal, emergent you might not know what you could find?
Level 2:
As a group, look at all the impressions and group into coherent categories and then sub-categorize it. It is labor intensive (involves brainstorming, categorize data
What are the themes and sub-themes?
1. Collabrative learning - peer and lecturer
2. Students taking responsibility- generating different solutions, identifying problems
4. Stimulation of interest- in class, beyond classroom
* Note that it is a continuing process and group notes and comments. Look at what the participants say or do.
Level 2:Step 2:Constant Comparative Analysis
1. Looking at data, exchanging, making comparison to merge data.
2. Themes evolve as you go along, data emerges.
3. Name categories, schemes can be suggested (can do member check to ensure vigor of data-in lay terms check when you do transcribing is it what the subjects really did say that!)
4. Must reflect purpose of research
5. Has to be mutually exclusive
* Analysis should be continous and constant not at the very end.Remember that CHERYL!
#Once no new ideas are present, saturation occurs.
Writing Descriptions
Capturing patterns, themes, intuitive process, concepts indicated by data
We need to go back to themes and sub-themes;
(Name, page number of interview,date of data,status update/wall post/comment/new post)- helps to identify the data
Representation of findings:Constructing Narratives
1. Identify dialogue that support themes
2. Collection of quotes
3.Identify tension and contradictions in individual experiences
Phew..lot more to go!
Nvivo software-check it out for qualitative data
Part 2: Data Analysis with Dr.Esther
A lot of groups had all sorts of methods like through the use of photographs, videos, interviews, past observations etc.
How to prepare data?
1. Transcribe (such as interviews)
2. Typing(verbatim interviews for example)
3. Cleaning (ambiquous data, damaged data)
How do we manage data?
1. Summary sheets
2. Analytically meaningful segments
3. The process
- Getting to know data
- Read and re-read the text
- Write down impressions as you along-memoing
(I think the problem is I do not write down my observations as I see it when I should, instead I summed it up in the end, that way I might miss out on some valuable data, don't you think?
* Dr.Esther also says that we can modify questions as we go along during each phase. Dr.Tee said its not just about interesting data but you have to fall back on research question. Is it relevant? You can actually get peers to evaluate by exchanging data (peer observation)
3.(a) Level 1
- Focus again on the objective and questions
- Focus on events, individuals and read again
* I noticed that I should have made observation as I went along, now I lack that sort of data although Vijaya did say that we still can back-track to the blog for that information.
Process-
I think sharing and exchaning information really gets my mind on track. All groups were sharing what kind of emerging events came out of the process such as;
1) Motivation
2) Different type of learners, how to accomodate all?
3) Creates avenue for open discussion, critique
4) Perhaps more scafolding?
5) Creates community of practice
Interesting q to ask: If yes how? If no why? Probe further (e.g; how did you learn? How did you go about learning from this?
"Action research in practice, its action research, change protocol rather than research questions"
"Don't know only rely self-knowledge but literature review, community of practice"
Dr.Tee talked about identifying if it is a symptom or root cause. E.g; If a student comes late for class, is it because of lack of interest being a root cause?
How to prepare data?
1. Transcribe (such as interviews)
2. Typing(verbatim interviews for example)
3. Cleaning (ambiquous data, damaged data)
How do we manage data?
1. Summary sheets
2. Analytically meaningful segments
3. The process
- Getting to know data
- Read and re-read the text
- Write down impressions as you along-memoing
(I think the problem is I do not write down my observations as I see it when I should, instead I summed it up in the end, that way I might miss out on some valuable data, don't you think?
* Dr.Esther also says that we can modify questions as we go along during each phase. Dr.Tee said its not just about interesting data but you have to fall back on research question. Is it relevant? You can actually get peers to evaluate by exchanging data (peer observation)
3.(a) Level 1
- Focus again on the objective and questions
- Focus on events, individuals and read again
* I noticed that I should have made observation as I went along, now I lack that sort of data although Vijaya did say that we still can back-track to the blog for that information.
Process-
I think sharing and exchaning information really gets my mind on track. All groups were sharing what kind of emerging events came out of the process such as;
1) Motivation
2) Different type of learners, how to accomodate all?
3) Creates avenue for open discussion, critique
4) Perhaps more scafolding?
5) Creates community of practice
Interesting q to ask: If yes how? If no why? Probe further (e.g; how did you learn? How did you go about learning from this?
"Action research in practice, its action research, change protocol rather than research questions"
"Don't know only rely self-knowledge but literature review, community of practice"
Dr.Tee talked about identifying if it is a symptom or root cause. E.g; If a student comes late for class, is it because of lack of interest being a root cause?
In Training 27th March 2010: INTI Subang Jaya Part 1
Currently sitting down in my training groups (sounds like I'm a student myself now since I'm posting while in-class so to speak). But I'm listening now and taking notes as per my blog. Dr.Tee is talking about Mini Action Research: Act and Observe;
Points:
Act- Build an online community to support each other anytime, anywhere
Observe- Frequency
Reflection and Evaluation
1. Results of observation- no usage activities, no online interaction, no knowledge construction, no users to interveiw
2. Reflection- What went wrong?
3. Evaluation: No need for this online community
Part 2
1.Reflection- Why didn't you use this website?
2.Action and observation- Collect data from interview/focus group
Evaluation
1. Unecessary for me
2. No interest
3. No time
4. Limited knowledge on usage of site(what and how?)
* We often behave like students which to a certain extent, seems very embarassing like we do not have time, I don't like it. I believe its the same thing with our own students.
So he said, what do you do then?
1. If it is unecessary, how are their needs being met?
2. If you do not have time does senior mgmt recognize this limitation?
3. What can be done to elevate this if your not comfortable with tech or know-how/what is limited?
Back to the drawing board;
1. Perhaps a mini training during the 1st session.
2. Additional time with the non-tech savvy people
3. Ensure each group of proficient users (know how)
* Personally, I do not like the website(I did not actively participate but I did view the site and have a look at it, I did not feel to comfortable). I wished it was less formal, the site that is. Maybe it is just me I prefer blogs and facebook sort of application rather than sites. As silly as it sounds, I do not want to mess it up as it seems so formal and all.
-That's all for Part 1! Going to the data analysis in groups.
Points:
Act- Build an online community to support each other anytime, anywhere
Observe- Frequency
Reflection and Evaluation
1. Results of observation- no usage activities, no online interaction, no knowledge construction, no users to interveiw
2. Reflection- What went wrong?
3. Evaluation: No need for this online community
Part 2
1.Reflection- Why didn't you use this website?
2.Action and observation- Collect data from interview/focus group
Evaluation
1. Unecessary for me
2. No interest
3. No time
4. Limited knowledge on usage of site(what and how?)
* We often behave like students which to a certain extent, seems very embarassing like we do not have time, I don't like it. I believe its the same thing with our own students.
So he said, what do you do then?
1. If it is unecessary, how are their needs being met?
2. If you do not have time does senior mgmt recognize this limitation?
3. What can be done to elevate this if your not comfortable with tech or know-how/what is limited?
Back to the drawing board;
1. Perhaps a mini training during the 1st session.
2. Additional time with the non-tech savvy people
3. Ensure each group of proficient users (know how)
* Personally, I do not like the website(I did not actively participate but I did view the site and have a look at it, I did not feel to comfortable). I wished it was less formal, the site that is. Maybe it is just me I prefer blogs and facebook sort of application rather than sites. As silly as it sounds, I do not want to mess it up as it seems so formal and all.
-That's all for Part 1! Going to the data analysis in groups.
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