How are researchers using technology?
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Researchers are surrounded by technology whether they like it or not. NVivo is the CAQDAS (Computer Assisted Qualitative Data Analysis Software), available at York St John University to staff and students undertaking qualitative research. However, the numbers of users taking up the opportunity are low. Why is this the case?
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How are researchers using technology?
- 1. Annette Webb and Ben Hoyle
- 2. Overview Structure Key findings & recommendations Influence Activity Reflections Conclusion & questions
- 4. Literature review Create online package Piloted package Gathered data from users – semi-structured Analysis via NVivo Discussion/Recommendations
- 5. Motivation to invest time Initial buy-in Technology determinism Value of social interaction Experimental learning space Hook Technical issues 1st impressions Inner dialogue Lack of control Handing data over to technology Access to technology Peer learning Relationships Surface learning Using sample data Point of use/Applying learning Digital natives/immigrants Reflection/dialogue…
- 6. Meet Jonny! Works for large company delivering web-based learning Researching student experiences Large number of participants for a series of online focus groups = lots of data! Colleague has recommended Nvivo…
- 7. Randy Craig / All Canada Photo / http://quest.eb.com/search/man/1 /167_3990624/Man
- 9. PATRICK LLEWELYN- DAVIES / SCIENCE PHOTO LIBRARY / Universal Images Group
- 10. 1) Compatibility? 2) Ease of use? 3) Product support and upgrade path 4) Learning community? 5) Software costs “The researcher’s input and creativity will always be required.”
- 12. ?… • Digital Training • Peers • Students • Forum (further research) • User friendly • Blended learning • Applying technology
- 15. Paul Almasy / akg- images / Universal Images Group http://quest.eb.com/se arch/conversation/1/10 9_177942/Conversation- on-a-bench--Naples-1953
- 17. John Lund/Sam Diephuis / Blend / Learning Pictures / Universal Images Group
- 18. Bloom, B. S. (1956). Taxonomy of Educational Objectives. New York, Longman. Prensky, M. (2001) Digital Natives, Digital Immigrants. On the Horizon [Internet], 9(5), pp. 1-6. Available from: http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [Accessed 5 February 2015]. Punch, F. K. (2009) Introduction to Research Methods in Education. London, Sage. Webster, H. (2015) #10DoT Ten Days of Twitter [Internet]. Available from: http://10daysoftwitter.wordpress.com/ [Accessed 28 January 2015]. White, D. S. and Le Cornu, A. (2011) Visitors and Residents: A new typology for online engagement. First Monday [Internet], 16(9), pp. 1- 9. Available from: http://journals.uic.edu/ojs/index.php /fm/rt/printerFriendly/3171/3049 [Accessed 20 November 2014].
Editor's Notes
- Annette Intro Ben -This is Ben, he was brought onto the project through the SAR scheme here at YSJ, as an undergraduate 3rd yr OT student. He has keen interests in research and brings experience from 2 previous research projects. I’m Annette and I was the project leader on the project which was part of my MA. I support students, staff and researchers with their use of technology. Hand over to Ben
- Ben
- Ben Focus is on post grad researchers (RDAP) Gap in support for use of Nvivo Pilot/reconaissance Project of online support package to teach NVIvo
- Ben to explain Do script Hand over to Annette
- Annette, Discuss Initial buy-in Participants initial experiences with the software was important If they encountered technical issues then this had a major influence whether they invested time and energy into learning something new. Inner dialogue was a finding that I found interesting, who has influence over this? Do past experiences affect how they engage? “For me, [trying something new] tends to be driven by what I want to achieve. I am better when I see technology doing something that has benefits for me.” Technology determinism Participants displayed a wariness in handing data over to technology and a lack of control. Access to technology and how easy that was had an influencing factor. “Technology is pushed to be like a totem that we should worship but the question how we can use it is not considered.” Value of social interaction Participants recognised the value of working with others, including peers, students and digital support. Relationships between these parties was valued. Findings suggest that some researchers felt there learning experience was not as deep when learning independently. “I experience surface understanding learning on my own, deeper understanding with a trainer.” Experimental learning space A common view amongst interviewees was that an area for experimentation was important in order to try-out what had been learnt. The process of learning the NVivo software in a sample project where the risk of error is not an issue proved advantageous for participants to then experiment on their own data. This ‘safe haven’ allows users to experiment with software without fear or failure. Time in between learning something new and applying the skill can be an important factor and if ‘point of use’ after learning is a long time it could easily be forgotten. The term digital natives and immigrants is in my view outdated and categorises technology users by age and this does not reflect them properly. The idea users that have grown up with technology (natives) are better at using technology. More recently, White has identified visitors and residents whereby some users access technology to achieve a task and others live their life online and are residents. Emerging themes raised interesting questions around what kind of digital support was necessary for post-graduate qualitative researchers using technology in their learning and teaching. Leading to the value of dialogue Hand over to Ben for an activity
- Ben Case example Jonny was an experienced qualitative practitioner researcher his colleauge is using Nvivo at his University, and recommended that Jonny uses it,what do you think his initial feelings will be?
- Ben Case example..to think of a pretend project Jonny was an experienced qualitative practitioner researcher his colleauge is using Nvivo at his University, and recommended that Jonny uses it,what do you think his initial feelings will be? A5 post-its? Case example…Add picture http://padlet.com/a_webb/jonnytf
- Ben Some words came out of findings
- Annette What questions will Jonny ask? what questions will he ask? What factors do think will affect motivation to engage with the technology?
- Annette Punch (2009, pp. 202-203) recommends researchers consider a number of factors when (2009)considering use of CAQDAS and ask these questions; Compatibility between the software and researcher’s approach – will the technology support my analysis? Ease of use – will my creativity be hampered or encouraged by using this software? Product support and upgrade path – is the software provider well-established? Will it be further developed? Is there a trial copy I can test out for myself? Learning community – Are there tutorials and training available? Is an online discussion forum available with a supporting website? Are researchers at my institution using this software in context? Software costs – will I need to upgrade my computer? How much is the licence and training? Will my institution provide a licence? With these factors considered CAQDAS is a software provision to aid qualitative data analysis and not intended to do the job of the researcher. Punch (2009) points out “The researcher’s input and creativity will always be required.”
- Annette Existing workshops to be altered slightly, with a focus on applying technology to real-life projects, involving experienced researchers to reiterate positive potential of using software. Punch’s (2009) questions for researchers to consider before using NVivo can be used as a basis of discussion. This will encourage trust and answer any initial questions arising. Personalised support can be provided by a digital trainer. Bloom’s psychomotor domain has potential to help individuals to recognise where they are in their learning of new technology and will provide a framework to become ongoing support after an initial introduction workshop can be negotiated and agreed to provide regular updates on a project either face-to-face or online via email or forum. This research will serve as a basis for action research to investigate a suitable and successful blended learning approach at York St John University.
- Ben Influencing technology: How user friendly Learning styles…blended learning Annette Influencing humans: Support staff Researchers (peer learning) Student to educator/tutor Forum – CoP… Hand over to Ben for his reflections
- Johns Model of reflection Describe the experience and what were the significant factors? What was I trying to achieve and what are the consequences? What things like internal/external/knowledge affected my decision making? What other choices did I have and what were those consequences? What will change because of this experience and how did I feel about the experience. How has this experience changed my ways of knowing. The experience? - Using NVivo in structured research What was I tying to achieve? - To learn and apply the use of NVivo Influencing factors? - Time, Space Could I have dealt with it better? - Yes! Time & space management! Learning NVivo Appreciation of learning spaces Understanding of blended learning approaches
- Describe the experience and what were the significant factors? – Undertaking MA, becoming a student/researcher What was I trying to achieve and what are the consequences? – Gain a qualification, more credible in my support to students “when I did that I did this” What things like internal/external/knowledge affected my decision making? – Family, peers What other choices did I have and what were those consequences? – Other choices – not to do it, study at another institution, advantages of being on campus, situated in the library, gained dialogue with supervisor/participants, led to better networking and opportunities to teach What will change because of this experience and how did I feel about the experience. How has this experience changed my ways of knowing. Achieved self confidence to be more than just a trainer, continue to work at embedding support, more effective, led me to know experience as a student (hand-in story) Goalposts changing all the time with technology advancements…empathy with students http://www.yorksj.ac.uk/education--theology/faculty-of-etrs/faculty-news--events/faculty-events/value-and-virtue-conference/submitting-an-abstract.aspx Description of the experience Reflection Influencing factors Could I have dealt with it better? Learning > Empirics > Ethics > Personal > Aesthetics
- Annette Encourage dialogue between Digital training > Academic tutors > researchers > TEL > students >post-grads Personalised support Further action research, Further funding… Video of Ben with experience
- Annette
- Side view of track athlete in starting blocks Side view of track athlete in starting blocks Credit John Lund/Sam Diephuis / Blend / Learning Pictures / Universal Images Group Rights Managed / For Education Use Only
- Johns model of reflection: http://eds.b.ebscohost.com.ezproxy.yorksj.ac.uk/eds/detail/detail?vid=8&sid=38b49ee1-4363-4481-993b-bc630262268f%40sessionmgr110&hid=113&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=c8h&AN=1997002930