Slides and Handouts for class introducing some of the concepts associated with the analysis of qualitative dat

White, Su

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COMP6049 – Research Methods Group Project Analysis of textual data:  Scenario:  You have been given the task of investigating students’ attitudes to technology in their learning. Task:  1. Read the transcripts below (A-D) 2. Working individually, write a brief note (keywords, short phrases which summarises your initial analysis of each transcript) 3. Working in pairs, discuss with your partner your initial response and analysis of the transcripts – can you agree a set of keyworks (codes) which you think are useful in categorising the data from the transcript 4. You will be shown the videos which match the transcripts. Make any revisions to your codes – discuss your responses and analysis and the suggested changes with your partner 5. Feedback to the class  The material used in this exercise is drawn from the E4L project.  http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/e4l#downloads  The project is an interesting example of mixed methods approaches to data gathering and analysis.   The transcripts and videos used in this exercise are based on work from the University of Northampton, and are available from the project web site https://mw.brookes.ac.uk/display/e4L/E4L+Home  Sources A)  Bobby 1 http://wb2.northampton.ac.uk/e4l/video.php?id=72 I use them both for the same thing. I haven’t actually used MySpace since I left College. (Researcher asks) Why’s that? (Bobby responds) Since I got on Facebook, I think it’s easier to use. They’re sort of the same thing, but with MySpace you have to create a profile. With Facebook it’s all set up. I just think Facebook’s better to be honest, but it’s like a stalker site because it tells you what everyone’s doing, like so-and-so’s added new photos, so-and-so has written on your wall. (Researcher asks) Do you find it a bit much then? (Bobby responds) I think it’s more interesting. You can join groups as well. There’s Facebook groups obviously for different, more random things. (Researcher asks) How do you use that for learning? (Bobby responds) There’s University groups on there as well so you can discuss things about your course. I think one of my seminar lecturers has added something on Facebook as well, so that’s quite good. I think some actual lecturers have actually added groups on Facebook so if people have got any problems they can go on that site. It’s good for communication between each other as well because if you can’t remember something about a lecture, you just type it in and wait for them to say, yes or no, or, actually it was this.      B) Gabrielle http://wb2.northampton.ac.uk/e4l/video.php?id=50&catid=7&themeid=2 I think it’s just the getting started bit with new stuff and getting it set up, it’s a bit daunting at times, but I think once you’re set up on something then it’s fine but I think that’s the initial, yes, I’d like to try it, but I’m not sure, it looks a bit scary. That would probably be the only reason really. Having someone with me who knows what they’re talking about as well.       C) Mrs Yeti http://wb2.northampton.ac.uk/e4l/video.php?id=45&catid=7&themeid=2 Transcript If I look at the Chinese, I found it very demotivating when I was trying to teach myself that I couldn’t get the tones, I just couldn’t hear them, so for that I made the decision that I needed other people around me. I needed to try a different style and that’s worked and a lot of that is having an actual tutor in front of you whose asking the right questions. So I think that didn’t need technology, but technology could have provided that if say somebody had said, if you log on we’ll take you through this assessment and we’ll work out where you’re struggling in trying to teach yourself this particular thing - okay this is what we recommend. Then they could have taken me through certain things and if I’d felt a sense of progress then it would have worked for me. I think you’ve got to see progress whether it be a teacher saying, oh well done, yes you managed that, or whether it’s just against your own objectives, or whether it’s the little tests that you quite often have on these software things and you think, yes, I’ve got to 100%, I’m really good, they all work. But if I do the same thing all the time I get bored and I think technology could provide variety. I don’t care what it is really it could be technology or it could be a person as long as there’s variety it’s interesting and it works.    

Analysing Qualitative Data

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