282 research outputs found
A Journey into the Lived Experience: A Review of Janet Salmon\u27s Qualitative Online Interviews Strategies, Design, and Skills
In Janet Salmons Qualitative Online Interviews (2014) she provides researchers with the tools to be innovative in their research interviews. Researchers will have the skills to conduct a qualitative research study using technology. For the purpose of this book she changes the term online research to information and communications technologies (ICTs). Salmonsâ uses an EInterview Research Framework, which includes eight categories of questions and designs
E-Interviews. A Review of Janet Salmonsâ Qualitative Online Interviews (2nd ed.)
This book was written by an experienced teacher, whoâs PhD in interdisciplinary studies shows. Salmons provides an easy to read guide to online interviewing. Her text presents complex issues in diverse fields in a very accessible way and encourages readers to think for themselves, as great teachers always do. This text introduces research to the digital environment, of information and communications technology (ICT). It introduces the digital environment, ICT to research. She explores the e-interview process in the Researcher\u27s Notebook, in which shares her own research experience, and which enriches the text. True to the electronic aspect, ancillary materials are accessible via live hyperlinks on the book\u27s companion website
Book ReviewâCases in Online Interview Researchâ By Salmons J.
āļāļāļ§āļīāļāļēāļĢāļāđāļŦāļāļąāļāļŠāļ·āļ âCases in Online Interview Research"āļāļāļāļąāļāļĒāđāļ āļĢāļđāļāđāļāļāļāļēāļĢāļŠāļ·āđāļāļŠāļēāļĢāđāļāļĒāļļāļāļāļąāļāļāļļāļāļąāļāđāļāđāđāļāļĨāļĩāđāļĒāļāđāļāļāļēāļāđāļāļāļāļĩāļ āļāļēāļāđāļāļīāļĄāļāļĩāđāļāļēāļĢāļāļīāļāļāđāļāļŠāļ·āđāļāļŠāļēāļĢāļĢāļ°āļŦāļ§āđāļēāļāļāļļāļāļāļĨāļāļ°āđāļāđāļāļĨāļąāļāļĐāļāļ°āđāļāļāđāļāļāļīāļāļŦāļāđāļē āđāļāđāđāļāļāļąāļāļāļļāļāļąāļāļāļāđāļāļŠāļąāļāļāļĄāđāļŦāđāļāļ§āļēāļĄāļŠāļģāļāļąāļāļāļąāļāļāļēāļĢāļāļīāļāļāđāļāļŠāļ·āđāļāļŠāļēāļĢāļāđāļēāļāļŠāļ·āđāļāļāļīāļāđāļāļāļĢāđāđāļāđāļāļĄāļēāļāļāļķāđāļ  āļāļģāđāļŦāđāļāļąāļāļ§āļīāļāļąāļĒāļŦāļĨāļēāļĒāļāđāļēāļāđāļāđāļāļąāļāļāļēāđāļāļĢāļ·āđāļāļāļĄāļ·āļāļāļēāļĢāļ§āļīāļāļąāļĒāļāļāđāļĨāļāļāļāļāđāļĨāļāđāđāļāļ·āđāļāļāļģāļāļ§āļēāļĄāđāļāđāļēāđāļāļĨāļąāļāļĐāļāļ°āļāļēāļāļāļīāļāļ§āļīāļāļĒāļē āđāļĨāļ°āļĢāļđāļāđāļāļāļāļāļāļāļĪāļāļīāļāļĢāļĢāļĄāļāļĩāđāđāļāļīāļāļāļķāđāļāļāļāđāļĨāļāļāļāļāđāļĨāļāđ āļŦāļāļąāļāļŠāļ·āļāđāļĢāļ·āđāļāļ âCases in Online Interview Researchâ āļŦāļĢāļ·āļāđāļāļĨāđāļāđāļāļ āļēāļĐāļēāđāļāļĒāļ§āđāļē âāļāļĢāļāļĩāļĻāļķāļāļĐāļēāļāļēāļĢāļŠāļąāļĄāļ āļēāļĐāļāđāļāļāļāđāļĨāļāđâ āļāļĩāđāđāļāđāļāđāļāļĒ Janet Salmons āđāļāļāļĩ āļ.āļĻ. 2012 āđāļāđāļāļģāđāļŠāļāļāļāļĢāļāļĩāļĻāļķāļāļĐāļēāļāļēāļāļ§āļīāļāļąāļĒāļāļĩāđāļāđāļēāļāļĄāļēāļāļĩāđāļĄāļĩāļāļēāļĢāđāļāđāļŠāļąāļĄāļ āļēāļĐāļāđāļāļāļāđāļĨāļāđāđāļāļāļēāļāļ§āļīāļāļąāļĒāļ āļēāļĒāđāļāđāļāļĢāļīāļāļāļāļĩāđāļāđāļēāļāļāļąāļ āđāļāđāļ āļŠāļļāļāļ āļēāļ āļāļēāļĢāļĻāļķāļāļĐāļē āļŦāļĢāļ·āļāļŠāļąāļāļāļĄāļ§āļīāļāļĒāļē āđāļāļĒāļāļĢāļāļāļāļĨāļļāļĄāļāļēāļĢāđāļāđāļŠāļ·āđāļāļāļīāļāđāļāļāļĢāđāđāļāđāļāļāļĩāđāđāļāļāļāđāļēāļāļāļąāļāļāļāļāđāļāļāļąāđāļāļŠāļ·āđāļāļāļĢāļ°āđāļ āļāļāļĨāđāļāļ āđāļ§āđāļāđāļāļāđāđāļāļĢāļ·āļāļāđāļēāļĒāļŠāļąāļāļāļĄāļāļāļāđāļĨāļāđ āļŦāļĢāļ·āļāļāļļāļĄāļāļāđāļŠāļĄāļ·āļāļāļāļĢāļīāļ āļāđāļ§āļĒāļāļēāļĢāļāļģāđāļŠāļāļāđāļāļ·āđāļāļŦāļēāļāļĩāđāļĄāļĩāļāļĢāļāļāđāļāļ§āļāļīāļ āļāļĢāļāļĩāļĻāļķāļāļĐāļē āđāļĨāļ°āļāļąāļ§āļāļĒāđāļēāļāļāļēāļāļāļēāļāļ§āļīāļāļąāļĒāļāļĩāđāļāđāļēāļāļĄāļē āļāļģāđāļŦāđāļŦāļāļąāļāļŠāļ·āļāđāļĨāđāļĄāļāļĩāđāļĄāļĩāļāļĢāļ°āđāļĒāļāļāđāļāļąāđāļāļāđāļēāļāļ§āļīāļāļēāļāļēāļĢāđāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāđāļāļĒāļāļāļāļķāļāļāļēāļĢāļāļģāļāļēāļāļ§āļīāļāļąāļĒāđāļāļīāļāļāļļāļāļ āļēāļāļĄāļēāļāļĢāļ°āļĒāļļāļāļāđāđāļāđāđāļāļŠāļ·āđāļāļāļāļāļīāļāđāļāļāļĢāđāđāļāđāļ āđāļĨāļ°āđāļāđāļāļāļĢāļ°āđāļĒāļāļāđāđāļāđāļāļīāļāļāļāļīāļāļąāļāļīāđāļŦāđāļāļąāļāļāļąāļāļ§āļīāļāļąāļĒāđāļāļāļēāļĢāļāļģāļŠāļ·āđāļāļāļāļāļīāļāđāļāļāļĢāđāđāļāđāļāđāļāļāļĢāļ°āļĒāļļāļāļāđāđāļāļāļēāļāļ§āļīāļāļąāļĒāļāļĩāđāļŠāļēāļĄāļēāļĢāļāđāļĢāļĩāļĒāļāļĢāļđāđāļāđāļāļāļĩ āđāļĨāļ°āļāđāļāđāļŠāļĩāļĒāļāļĩāđāđāļāļīāļāļāļēāļāļāļēāļĢāđāļāđāļŠāļ·āđāļāļāļāļāļīāļāđāļāļāļĢāđāđāļāđāļāļāļēāļāļāļēāļāļ§āļīāļāļąāļĒāļāļĩāđāļāđāļēāļāļĄāļē āļŦāļāļąāļāļŠāļ·āļāđāļĨāđāļĄāļāļĩāđāļāļĢāļ°āļāļāļāļāđāļ§āļĒāđāļāļ·āđāļāļŦāļēāļāļģāļāļ§āļ 4 āļŠāđāļ§āļāļŦāļĨāļąāļ āđāļāļŠāđāļ§āļāļāļāļāļāļēāļĢāđāļāļ°āļāļģ āļāļđāđāđāļāļĩāļĒāļāđāļāđāļāļĢāļĢāļĒāļēāļĒāđāļŦāđāļāļđāđāļāđāļēāļ āđāļāđāđāļāđāļēāđāļāļĢāļđāļāđāļāļ āđāļĨāļ°āļāļēāļĢāļ§āļīāļāļąāļĒāļāļĩāđāļĄāļĩāļāļēāļĢāļŠāļąāļĄāļ āļēāļĐāļāđāļāļāļāđāļĨāļāđ āđāļāļĒāļĄāļĩāļāļēāļĢāļŠāļĢāđāļēāļāļāļąāļāļāļēāļāļĢāļāļāđāļāļ§āļāļīāļ āđāļĨāļ°āļāļēāļĢāļāļīāļĒāļēāļĄāļĻāļąāļāļāđāđāļāļ·āđāļāđāļŦāđāļāļđāđāļāđāļēāļāļĄāļāļāđāļŦāđāļāļāļ§āļēāļĄāđāļāļāļāđāļēāļāļāļāļāļāļēāļāļ§āļīāļāļąāļĒāļāđāļēāļāđ āļāļĩāđāđāļāđāļŦāļĒāļīāļāļĒāļāļĄāļēāđāļāđāļāļāļĢāļāļĩāļĻāļķāļāļĐāļē āļŠāđāļ§āļāļāļĩāđ 1 āļāļĨāđāļēāļ§āļāļķāļāļāļēāļāļ§āļīāļāļąāļĒ          āļāļĩāđāļŠāļēāļĄāļēāļĢāļāđāļāđāļāđāļāļ§āļāļēāļāļāļēāļĢāļŠāļąāļĄāļ āļēāļĐāļāđāļāļāļāđāļĨāļāđāļāļāđāļ§āđāļāđāļāļāđāđāļāļĢāļ·āļāļāđāļēāļĒāļŠāļąāļāļāļĄāļāļāļāđāļĨāļāđāļāđāļēāļāļŠāļ·āđāļāļāļąāđāļāļāļĨāđāļāļ āđāļĨāļ°āđāļ§āđāļāđāļāļāđāđāļāļŠāļāļļāđāļ āļŠāđāļ§āļāļāļĩāđ 2 āđāļāđāļāļāļēāļĢāļāļģāđāļŠāļāļāļāļēāļāļ§āļīāļāļąāļĒāļāļĩāđāļĄāļĩāļāļēāļĢāļŠāļąāļĄāļ āļēāļĐāļāđāļāļāļāļļāļĄāļāļāđāļŠāļĄāļ·āļāļāļāļĢāļīāļāļāļāđāļ§āđāļāđāļāļāđāđāļāļāļąāļāļāđāđāļĨāļāđ (Second Life) āđāļ§āđāļāđāļāļāđāđāļāđāļāđāļāļ§āļąāļāđāļāļāļĢāđāđāļĨāļāļāđ (Open Wonderland) āļĢāļ§āļĄāđāļāļāļķāļāļāļēāļĢāļŠāļĢāđāļēāļāļāļļāļĄāļāļāđāļŠāļĄāļ·āļāļāļāļĢāļīāļāļāļķāđāļāļĄāļēāđāļāļāđāļāļāļēāļĢāļ§āļīāļāļąāļĒāđāļāļ·āđāļāļāļąāļāļāļēāļŠāļīāļāļāđāļē āļŠāđāļ§āļāļāļĩāđ 3 āļāļĨāđāļēāļ§āļāļķāļāļāļēāļāļ§āļīāļāļąāļĒāļāļĩāđāļĄāļĩāļāļēāļĢāļāļģāļāļēāļĢāļ§āļīāļāļąāļĒāđāļāļāļāļąāđāļāđāļāļīāļĄ āđāļĨāļ°āļāļēāļĢāļ§āļīāļāļąāļĒ āļāļāđāļĨāļāļāļāļāđāļĨāļāđ           āļĄāļēāļāļĢāļ°āļĒāļļāļāļāđāđāļāđ āđāļĨāļ°āļŠāđāļ§āļāļāļĩāđ 4 āđāļāđāļāļāļēāļĢāļŠāļąāļāđāļāļĢāļēāļ°āļŦāđāļāļēāļāļ§āļīāļāļąāļĒāļāļąāđāļ 10 āđāļĢāļ·āđāļāļāđāļāļ·āđāļāļŦāļēāļāđāļāļŠāļĢāļļāļāļāļāļāļāļēāļĢāļŠāļąāļĄāļ āļēāļĐāļāđāļāļāļāđāļĨāļāđāļāļĩāđāļāđāļēāļāļĄāļē  āļāļģāļŠāļģāļāļąāļ: āļāļēāļĢāļ§āļīāļāļąāļĒāđāļāļīāļāļāļļāļāļ āļēāļ āļāļēāļĢāļŠāļąāļĄāļ āļēāļĐāļāđāļāļāļāđāļĨāļāđ āļāļĢāļāļĩāļĻāļķāļāļĐāļē āļŠāļ·āđāļāļāļīāļāđāļāļāļĢāđāđāļāđāļ Due to the emerging growth of new communication platforms, particularly, the Internet, online interviews are introduced as a new tool for researchers to better understand users or audiences in the digital world. "Cases in Online Interview Research", published in 2012 and edited by Janet Salmons, showed case studies in online interview research under different contexts such as health and sociology. The book covers various media used in each study, including blogs, social network sites, and virtual worlds. Its explanations consist of comprehensive conceptual frameworks, relevant case studies, and examples from past researches taking place in various social contexts. One benefit of this in terms of academic research is that the book develops knowledge about qualitative research on Internet media. Furthermore, it is practical for new researchers to implement online interviews in their studies by learning about the advantages and disadvantages from the previous studies. This book has four main parts, which cover different methods of an online interview. In the introduction, the book lays out the foundation of online interview research by developing a new conceptual framework and operational definition so the readers can have a clear picture of different researches. Part 1 presents the cases of online interview research on social network sites, including Blog and Facebook. Part 2 presents the cases of online interviews in a virtual world such as Secondlife, and Openwonderland. In addition, this part also explains how to apply a virtual world in developing new products. Part 3 presents the cases which integrate traditional and online research. Lastly, part 4 provides meta-analysis from ten case studies in the book to conclude online interview research from past research Keywords: Qualitative research, Online interview, Case studies, and Internet medi
A Transformative Dialogue of Emancipatory Methodologies
This dialogical presentation is about emancipatory methodologies to explore ways in which qualitative research can be more culturally-nurturing. Following a study of alternative epistemologies research began to look, sound, and feel different and it now holds different purposes and goals. Rather than rendering people of color as pathological and misrepresented emancipatory methodologies can rehumanize qualitative research and dismantle deficit and devalued images of communities of color
Creative Qualitative Inquiry And Digital Methodological Imaginations
This panel will address the concept of Creative Qualitative Inquiry practices used by three university faculty members who teach qualitative research methodology courses for doctoral students at different institutions. Innovative pedagogies will be explored with an emphasis on ways to nurture graduate studentsâ digital methodological imaginations as they are learning to analyze qualitative data. Panelists will discuss the implications of using technology including multimodal digital stories
Word and Excel as Qualitative Data Analytic Software
Word and Excel provide the qualitative data analyst basic software tools for small-scale projects. This presentation reviews how the Office software was employed for analyzing a quantitative and qualitative data base derived from an e-mail survey. Software features and functions such as FONT SIZE, TEXT BOX, and CONCATENATE provide fundamental assistance with data analysis. This presentation is appropriate for beginning qualitative researchers with no access to sophisticated CAQDAS software
Donât Feed the Trolls: The Net and Memeing as New Knowing
From the time of Aristotleâs Poetics, comedy has been described as âa mimesis of inferior persons... [of] what is funnyâan aspect of uglinessâ (§ 14). Modern-day memeing has the power to present sociotechnologically mediated truth on this âaspect of uglinessâ. Expanding on Harper (1998), we conducted an ethnographic content analysis of political and cultural quickmemes, present our findings in rage comic form, and discuss the importance of memeing in the development of 21st century awareness
How Has CAQDAS Technology Affected Qualitative Research?
By analysing 30 years of academic literature this research identifies and conceptually models how the evolution of computer-assisted qualitative data analysis (CAQDAS) technology has affected research practices for collecting, analysing and reporting qualitative data. The paper models various approaches to CAQDAS-supported research to illustrate the implications of this evolutionary process for contemporary qualitative research practice and methodological debates
- âĶ