Assignment 2: Case Study Read the following article: Agostinho, S. (2004). Naturalistic inquiry in e-learning research. International Journal of Qualitative Methods, 4 (1), Article 2. Retrieved Dec. 16, 2005, from http://www.ualberta.ca/~iiqm/backissues/4_1/pdf/agostinho.pdf  Read the article and respond to the following: Critique the process of data analysis that was conducted in the original research, as described in the journal article. In the original research upon which this article is based, the researcher indicated that dominant themes were identified, and the themes were clustered into categories. Critique the underlying inductive logic utilized to analyze the data. Discuss the researcher’s rationale, as described in the journal article, of adopting a naturalistic inquiry paradigm with regard to the process of data collection and analysis. All written assignments and responses should follow APA rules for attributing sources. Assignment 2 Grading Criteria Maximum Points Critique the process of data analysis.10Identified the dominant themes as  highlighted in the article.10Critique the underlying inductive logic used to analyze the data.10Discuss the researcher’s rationale of adopting a naturalistic inquiry.10Justified ideas and responses by using appropriate examples, material and references from texts, library, and online resource database (see LIBRARY link on left.).10Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.15 Total:65 *****M6A2 SAMPLE  Case Study Critique *********M6A2 SAMPLE  Methods and Analysis of Qualitative Research Introduction             In 2004 Ms. Shirley Agostinho published an article which was titled “Naturalistic inquiry in e-learning research” In this paper the researcher Agostinho (2004) addresses how the naturalistic inquiry paradigm was used in an e-learning research study that looked at the use of the World Wide Web technology in higher education. The purpose of the paper is to review and critique the data analysis process, dominant themes presented, underlying logic and researcher’s rationale for adopting a naturalistic inquiry methodology. Critiquing the data analysis process             There are numerous approaches for analyzing qualitative data. According to Shilling (2006) content analysis is generally defined as a method of analyzing written, verbal or visual communication messages. Wildemuth and Zhang (2009) isolated eight steps which comprise the process of qualitative content analysis. The following table applies the eight step process to the data reflected in the researchers’ article. Strengths Weaknesses and limitations 1). Preparing the data The researcher collected data through participant observations, interviews, questionnaire and reflexive journal. Creswell (2009) identifies triangulation as the use of multiple sourc ...

1. Assignment 2: Case Study
Read the following article:
Agostinho, S. (2004). Naturalistic inquiry in e-learning
research.
International Journal of Qualitative Methods, 4
(1), Article 2. Retrieved Dec. 16, 2005, from
http://www.ualberta.ca/~iiqm/backissues/4_1/pdf/agostinho.pdf
Read the article and respond to the following:
Critique the process of data analysis that was conducted in the
original research, as described in the journal article.
In the original research upon which this article is based, the
researcher indicated that dominant themes were identified, and
the themes were clustered into categories. Critique the
underlying inductive logic utilized to analyze the data.
Discuss the researcher’s rationale, as described in the journal
article, of adopting a naturalistic inquiry paradigm with regard
to the process of data collection and analysis.
All written assignments and responses should follow APA rules
for attributing sources.
Assignment 2 Grading Criteria
Maximum Points

2. Critique the process of data analysis.10Identified the dominant
themes as highlighted in the article.10Critique the underlying
inductive logic used to analyze the data.10Discuss the
researcher’s rationale of adopting a naturalistic
inquiry.10Justified ideas and responses by using appropriate
examples, material and references from texts, library, and
online resource database (see LIBRARY link on left.).10Wrote
in a clear, concise, and organized manner; demonstrated ethical
scholarship in accurate representation and attribution of
sources, displayed accurate spelling, grammar, and
punctuation.15
Total:65
*****M6A2 SAMPLE
Case Study Critique
*********M6A2 SAMPLE
Methods and Analysis of Qualitative Research
Introduction
In 2004 Ms. Shirley Agostinho published an article
which was titled “Naturalistic inquiry in e-learning research” In
this paper the researcher Agostinho (2004) addresses how the
naturalistic inquiry paradigm was used in an e-learning research
study that looked at the use of the World Wide Web technology
in higher education. The purpose of the paper is to review and
critique the data analysis process, dominant themes presented,

3. underlying logic and researcher’s rationale for adopting a
naturalistic inquiry methodology.
Critiquing the data analysis process
There are numerous approaches for analyzing
qualitative data. According to Shilling (2006) content analysis
is generally defined as a method of analyzing written, verbal or
visual communication messages. Wildemuth and Zhang (2009)
isolated eight steps which comprise the process of qualitative
content analysis. The following table applies the eight step
process to the data reflected in the researchers’ article.
Strengths
Weaknesses and limitations
1). Preparing the data
The researcher collected data through participant observations,
interviews, questionnaire and reflexive journal.
Creswell (2009) identifies triangulation as the use of multiple
sources and different methods for the express purpose of
providing corroborating evidence in support of a theme or
perspective.
Using the data three collection methods list above the
credibility of the paper is increased through the triangulation of
data.
The researcher has failed to include either a database or other
analytic tool which would illustrate or support the data
collected.
While not entirely fatal to the study, negative data, if any,

4. should be disclosed and reflected in the analysis.
2). Defining the unit of analysis
The researcher clearly defined the context as “examining the
interactions established among students and an instructor in an
e-learning course delivered using World Wide Web and
videoconferencing technologies”.
The strategy of inquiry was a collective case study. Two cases
were selected for analysis. The cases consisted of two
geographically separate classes of graduate students from the
University of Wollongong
In the first case eight students met on campus, and six students
met off campus (in Sydney, 80 km north of Wollongong). Both
classes were held on the same evening for 3 hours over a
semester of 14 weeks.
In the second case There were two geographically separate
classes. Eleven students met on campus, and six students met
off campus. The two classes were held on different evenings for
3 hours. During the 14-week semester, students attended eight
class meetings and participated in asynchronous and
synchronous online discussions during the non-meeting weeks.
Noting noted
3). Development of the categories and coding schemes
The researcher provided in tabular form a perspective of the
process of inquiry.
The researcher stated citing Merriam (1988) that the data
analysis technique used was abstractions into themes and
categories. Additionally, the content technique was consistent

5. with the work of Henri (1992).
Nothing noted
4). Testing coding scheme on a sample text
Citing the work of Denzin and Lincoln (2000) the researcher
used “strategies of inquiry put paradigms of interpretation into
motion”.
Nothing noted
5). Coding text
As noted in step 3 above the researcher presented in tabular
form a perspective of the process of inquiry (see Table 1). This
table provides the underlying philosophy.
Citing Creswell (1998) the researcher noted “Qualitative
researchers approach their studies with a certain paradigm or
worldview, a basic set of beliefs or assumptions that guide their
inquiries. These assumptions are related to the nature of reality
(the ontology issue), the relationship of the researcher to that
being researched (the epistemological issue), the role of values
in a study (the axiological issue), and the process of research
(the methodological issue)”
Nothing noted
6). Assessing coding consistency
The researcher noted that from the data collected and analyzed
from the first case the role of the observer as well as other
variables were modified.
Nothing noted

6. 7). Drawing conclusions from coded data
As noted in step 2 the strategy of inquiry was a collective case
study.
According to Creswell (2009) case studies are a strategy of
inquiry in which the researcher explores in depth a program,
event, activity or process within a bounded system.
The researcher used two cases which fits within the case study
parameters. The researcher further drew conclusions from
information obtained from the analysis of the case data.
Nothing noted
8). Reporting methods and findings
The researcher stated that “data analysis, which was conducted
during and after data collection, involved the identification of
dominant themes and the clustering of themes into categories
(Merriam, 1988). Content analysis, based on the framework
presented by Henri (1992), was an additional technique used to
deconstruct what occurred in the online environment when
synchronous and asynchronous discussions were held during
both implementations of the course”.
There are two areas of concern.
The first is the lack of negative case analysis. While the
researcher has claimed that it was applied it was omitted from
the published study.
The second is the accessibility to an audit trail. In absence of a
database or other description of the data, the researcher’s
affirmation that the data was compiled, saved and stored in an

7. electronic media form, there is an apparent lack of transparency.
According to Bowen (2010) qualitative research
involves the systematic collection, organization and analysis of
largely textual material. The quality or validity of qualitative
research is judged and evaluated using a set of generally
accepted criteria. As a matter of data honesty Creswell (2009)
noted that negative data should be used as a meaning of
understanding or hypothesis refinement and not discounted by
the process. The credibility of qualitative research lies within
the successful validation of the study. Qualitative researchers
as well as users judge the credibility of qualitative research by
how the research demonstrates the application of the criteria.
Trustworthiness is a composite term which encompasses a
variety of other terms which include but are not limited to
credibility, dependability, transferability and believability. With
the exception of the minor weaknesses noted the researcher has
demonstrated academic integrity in the article.
Dominant themes in the article
A detailed review of the study indicated that the themes
were not obvious or stated. This article is centered on the
research process and not any measurable outcomes. The
conclusion is a justification for the research. The only theme
that is apparent from the articles is based on observation that
“technology, when used to its best advantage, helps reshape
roles for teachers and learners and encourages new and different
types of interactions in the classroom”. The study fails to
conclude on the how’s and why’s. In order to ascertain the
themes additional research would need to be conducted by the
reviewer.
Critiquing the underlying logic used to analyze the data
According to Zhang et al. (2009), “Qualitative content

8. analysis involves a process designed to condense raw data into
categories or themes based on valid inference and
interpretation. This process uses inductive reasoning, by which
themes and categories emerge from the data through the
researcher’s careful examination and constant comparison”. As
noted above this study was a collective case study where data
analysis was conducted, during and after data collection for the
purpose of identifying dominant themes and clustering of the
themes into categories.
Creswell (2009) identifies triangulation as the use of multiple
sources and different methods for the express purpose of
providing corroborating evidence in support of a theme or
perspective. As noted above the researcher collected data
through participant observations, interviews, questionnaire and
kept a reflexive journal. Considering the methodologies used
and the data controls it is believed that the inductive logic used
is appropriate.
Researchers’ rationale for adopting a naturalistic inquiry
The researcher followed three quality criterions;
appropriateness, rigor, and usefulness, in establishing the
rationale of the research design. Citing Lincoln and Guba
(1985), the researcher contends that there must be an agreement
or logical fit between what is being studied and method of
inquiry used in order for the study to produce meaningful
results. The researcher evidenced the fit of which adhered the
study to a naturalistic inquiry methodology.
In reviewing the rigor criteria the researcher discussed rigor as
cited in Creswell (1998) and Merriam (1988) as trustworthiness
and authenticity. Trustworthiness is a composite term which
encompasses a variety of other terms which include but are not
limited to credibility, dependability, transferability and
believability. The researcher considered the verification

9. procedures necessary to include prolonged engagement,
persistent observation, triangulation, peer debriefing, negative
case analysis, member checks thick description and accessibility
and audit trail. The researcher addressed usefulness in terms of
understandability, the need for the study, and how the results
contribute to the existing body of knowledge in the area of
study.
Conclusion
The article was prepared as a presentation of a
dissertation framework. As such the focus of the article was to
illustrate how methodological issues pertaining to naturalistic
inquiry were addressed and justified to represent a rigorous
research approach rather than presenting the results of a
research study (Agostinho, 2004). The study was thorough, well
written and provided a platform for judging the quality of
naturalistic inquiry research. The few noted weakness while not
fatal to the article would have added to the completeness and
added clarity to the study.
References
Agostinho, S., (2004). Naturalistic inquiry in e-learning
research,
International Journal of Qualitative Methods, 4
(1), Article 2, Retrieved Dec. 16, 2005, from
http://www.ualberta.ca/~iiqm/backissues/4_1/pdf/agostinho.pdf
Bowen, G., (2010). From qualitative dissertation to quality
articles: Seven lessons learned
, The Qualitative Report, 15
(4) 864-901
Creswell, J., (1998: 2007).

10. Qualitative inquiry and research design: Choosing among five
approaches
(2nd). Thousand Oaks, CA: Sage
Creswell, J., (2009).
Research design: qualitative, quantitative and mixed methods
approaches
(3rd), Thousand Oaks, CA: Sage
Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic
controversies, contradictions, and emerging confluences. In N.
K. Denzin & Y. S. Lincoln (Eds.),
Handbook of qualitative research
(2nd ed., pp. 163-188). Thousand Oaks, CA: Sage.
Henri, F., (1992). Computer conferencing and content analysis,
In A. Kaye (Ed
.), Collaborative learning through computer conferencing: The
Najaden papers
(pp. 117-136). Berlin: Springer-Verlag
Merriam, S., (1988).
Case study research in education: A qualitative approach
. San Francisco: Jossey-Bass.
Zhang, Y., & Wildemuth, B., (2009).
Qualitative analysis of content
: retrieved from
http://ils.unc.edu/~yanz/Content_analysis.html