I'm a qualitative and mixed-methods researcher and facilitator, with special interest in the use of digital tools (Computer Assisted Qualitative Data AnalysiS - CAQDAS) for analysis
International Journal of Social Research Methodology, Sep 14, 2015
This paper presents an empirically-derived CAQDAS Postgraduate Learning Model (CPLM) that illustr... more This paper presents an empirically-derived CAQDAS Postgraduate Learning Model (CPLM) that illustrates the importance of integrated learning of qualitative methodology and technology for postgraduate students. Developed from analysis of a qualitative data-set of interview transcripts, survey responses and support-session observations constructed from two previous studies, CPLM brings the fields of technology acceptance/adoption and CAQDAS together. Analysis reveals that initial enthusiasm for the potential of software is often tempered by frustrations with actual, independent use. However, despite frustrations being attributed to lack of software functionality, CPLM illustrates that successful use of CAQDAS technology amongst postgraduate students is related to methodological awareness, adeptness in the techniques of analysis and technological proficiency.
Virtual learning environments such as Access Grid Node technology offer new ways of teaching to m... more Virtual learning environments such as Access Grid Node technology offer new ways of teaching to multiple remote sites. This paper investigates the potential of using Access Grid technology for delivering training sessions to remote and co-located learners. Qualitative thematicbased analysis of textual and audiovisual data reveals that co-presence and interactivity are related to camera positioning and image placement. This paper proposes alternative set-ups for large and small virtual teaching sessions and the use of interactive devices to facilitate the feeling of co-presence, support interactivity and encourage active participation. After contextualizing the research by introducing general issues with respect to Access Grid technology this paper describes the methodology and research design including teaching session formats, the AG technology used, participants and data collection methods. It suggests ways to increase the feeling of co-presence and interactivity in remote teaching sessions.
International Journal of Social Research Methodology, Sep 14, 2015
This paper presents an empirically-derived CAQDAS Postgraduate Learning Model (CPLM) that illustr... more This paper presents an empirically-derived CAQDAS Postgraduate Learning Model (CPLM) that illustrates the importance of integrated learning of qualitative methodology and technology for postgraduate students. Developed from analysis of a qualitative data-set of interview transcripts, survey responses and support-session observations constructed from two previous studies, CPLM brings the fields of technology acceptance/adoption and CAQDAS together. Analysis reveals that initial enthusiasm for the potential of software is often tempered by frustrations with actual, independent use. However, despite frustrations being attributed to lack of software functionality, CPLM illustrates that successful use of CAQDAS technology amongst postgraduate students is related to methodological awareness, adeptness in the techniques of analysis and technological proficiency.
Virtual learning environments such as Access Grid Node technology offer new ways of teaching to m... more Virtual learning environments such as Access Grid Node technology offer new ways of teaching to multiple remote sites. This paper investigates the potential of using Access Grid technology for delivering training sessions to remote and co-located learners. Qualitative thematicbased analysis of textual and audiovisual data reveals that co-presence and interactivity are related to camera positioning and image placement. This paper proposes alternative set-ups for large and small virtual teaching sessions and the use of interactive devices to facilitate the feeling of co-presence, support interactivity and encourage active participation. After contextualizing the research by introducing general issues with respect to Access Grid technology this paper describes the methodology and research design including teaching session formats, the AG technology used, participants and data collection methods. It suggests ways to increase the feeling of co-presence and interactivity in remote teaching sessions.
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