Perceptions and Experiences of Qualitative Open Data (PEQOD): Exploratory Pilot

This study examines open qualitative human subjects research data and the experiences with open data policies of researchers who use this type of data. The goal of the overall project will be to generate empirical findings and use them to develop a conceptual and practical framework to help researchers and institutions frame their open data practices for qualitative human subjects data within existing technical systems and in accordance with legal, institutional, funding agency, and publisher requirements. This poster frames the problem of qualitative open data in the context of existing literature and policies and reports the findings of an exploratory pilot study comprising semi-structured interviews undertaken with six qualitative researchers from six disciplines. As the participants considered their own qualitative human subjects data in the context of open data policies, the concepts that emerged include: the situated, co-constructed, non-neutral nature of qualitative human subjects data; ethical obligations and logistical arguments for and against re-use of these data; the “stakes” or implications of the content of the data and its confidentiality; and metadata to support ethical and effective data re-use

Using Interviews in CER Projects: Options, Considerations, and Limitations

Interviews can be a powerful chemistry education research tool. Different from an assessment score or Likert-scale survey number, interviews can provide the researcher with a way to examine and describe what we cannot see, aspects such as feelings, thoughts, or explanations of thinking or behavior. Most people have no doubt seen countless interviews on TV news and talk shows. These sessions might convey interviewing as a spontaneous, easy, and straightforward process. However, using interviews as a meaningful research tool requires considerable thought, preparation, and practice. This chapter provides a general introduction to the use of interviews as a tool within a chemistry education research context. The chapter provides a general introduction to the use of interviews as a research tool including how to plan, conduct, and analyze interviews. It highlights important considerations for designing and conducting fruitful interviews, provides examples of different ways in which interviews have been used effectively in chemistry education research, and supplies additional references for the reader who wants to delve more deeply into particular topics

Coping in a distance environment: Sitcoms, chocolate cake and dinner with a friend

Students entering distance education programs often find themselves adapting to new learning environments and new technologies. Part of this adaptation involves coping with unfamiliar technology and learning to manage its use within the group, helping them create the environment in which they will learn. Part of it involves developing personal relationships that will ease their work and learning, helping them cope with unfamiliarity and change. Examining suggestions from distance learning students on how to cope with this process yields three-fold results. First, it demonstrates how students, instructors and administrators need to work together to ease student's paths. Second, it helps us in advising distance learning students about what they can expect from distance learning, and how they can contribute to and benefit from their distance learning community. Finally, it provides recommendations to instructors and program directors on how better to help their students cope with this community building transition and distance learning environment