Integrating NVivo into qualitative methods teaching
Find out how a team from Curtin University successfully integrated NVivo into the teaching of an undergraduate research methods unit.
Breaking the walls of a campus summer course for high school students with tw...Laia Albó
This presentation presents a case study paper of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended learning ap-proach, the students’ learning outcomes and satisfaction with the course content as well as investigating the students’ behavior with the MOOCs once the f2f course ended. Results indicate that students learned through the course and were satisfied with the learning design. Moreover, some of them took advantage of the MOOCs once the campus course finished.
Breaking the walls of a campus summer course for high school students with tw...Laia Albó
This presentation presents a case study paper of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended learning ap-proach, the students’ learning outcomes and satisfaction with the course content as well as investigating the students’ behavior with the MOOCs once the f2f course ended. Results indicate that students learned through the course and were satisfied with the learning design. Moreover, some of them took advantage of the MOOCs once the campus course finished.
Blended Learning Support for Practical and Studio Based classes.Kim Flintoff
This version of the presentation was used at the 21st Century Learning Conference in Hong Kong Feb 17-19, 2011. See the website: http://21c-learning.hk/
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses.
Web Presentation for the University of Oulu, Finland, April 24, 2007
Our session at #iliadlaunch - the launch of Institute for Learning, Innovation and Development at University of Southampton, 3rd November.
Kate Dickens, Graeme Earl, Lisa Harris and Olja Rastic-Dulborough
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
CULTIVATING STUDENTS'INNOVATIVE PRACTICE ABILITY IN HARDWARE EXPERIMENTijejournal
How to cultivate students' innovative practical ability effectively is the subject of Computer Science in Colleges and Universities, especially for the first-year or second-year undergraduate students. This paper introduces the experimental teaching reform trial of the Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of innovation in the hardware experiment teaching and how to improve the students' practical ability. This paper proposes that we should start the student
independent innovation experiment as soon as possible at the university stage. We design the independent innovation experiment in Digital Logic Circuit of the hardware experiment, that experiment is an openminded experiment. After years of experiments carried out, the students deepened understanding of the knowledge of theory course, improve the interest in the design of hardware, understand the basic processes of the design of electronic products, improve the ability of practical, and establish the consciousness of
innovation and practice. Our trial has proved that it is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of computer major.
Global Concept, Local Practices: State of the Research on OCW in Chineseguest1cc285
IMPORTANT: The audio to this presentation is available at http://reganmian.net/files/Chinese%20OCW%20talk%20Houston.mp3. I'm having some problems turning it into a slidecast, but I will try again.
Presentation given at OCWC/Connexions conference at Rice University, February 2009.
Abstract:
Since the MIT OCW program was started in 2002, the OCW movement and idea have spread to many different countries and linguistic contexts. Wonderful innovation, production and research is happening in different countries, and often published in different languages. For the OCW and OER movements to progress, it is imperative that we be able to learn from each other, and bridge these linguistic barriers.
China has been one of the most aggressive adopters of the OCW idea. Not only is China Open Resources for Education (CORE) coordinating efforts to translate MIT OCW into Chinese, but the Chinese Ministry of Education has since 2003 been operating a national OCW program called China Quality OpenCourseWare (精品课程). Chinese universities submit proposals, and can receive between $7,300 and $14,600 per course that is made freely available online. By 2007, there were already over 1,100 courses available online, many of these with extensive resources, and video recordings.
In addition to this large-scale production OCW, the Chinese scholarly community has also been prolific in researching and publishing about the program. The China Academic Journals database, which provides the full text of over 7,000 Chinese scholarly articles, lists 2,137 articles with the term 精品课程 (China Quality OCW), of which 421 were published in 2008. In numbers, this is roughly equivalent to all the scholarly publication that mention OCW in English and other Latin languages in total - however, the story becomes even more impressive when initial sampling shows that most of the Chinese articles listed mention OCW in their title, and have OCW as their main topic, whereas many of the English language publications are writing about broader issues, and only refer to OCW in passing.
I am currently conducting a research project on this wealth of literature. Initially I will try to provide a broad grouping of the Chinese articles on OCW, provide statistics on number of articles in each group (for example: articles that describe the process of producing individual OCW courses, articles that present surveys on student usage, etc), and in what kind of journals these articles appear. My ultimate objective is not only to gain a good understanding of the state of research around the Chinese Quality OCW program, but also identify specific journal articles that provide theoretical models, methodological approaches or accounts of experiences that are very relevant and useful to the North-American research on OER and OCW.
In my presentation, I will give a brief overview of the history and current state of China Quality OpenCourseWare, how it is funded, produced, and used, and also how it interacts with the Chinese translations of for example MIT OCW. I will give an overview over the “state of research”, both in terms of poignant research questions, methodologies and also relevant findings, from the Chinese context. I will also argue for a more integrated research roadmap for OCWs in North America, that actively engages with researchers and the literature from around the world.
Slides used for summary of OERu progress and input resources as OERu 2011.11 Meeting held in Dunedin, 9-10 November 2011. EFQEL slides used under provisions of fair dealing.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
National Centre for Student Equity in Higher Education (NCSEHE) Director Professor Sue Trinidad presents, "Student equity: policy and practice" at the ACER-sponsored Strategies for Student Retention conference held in Melbourne on Tuesday 29 and Wednesday 30 September 2015. Professor Trinidad provides an overview of the NCSEHE's work, including the development of student personas in order to better identify cohorts of students requiring additional support, and strategies with which to assist.
Blended Learning Support for Practical and Studio Based classes.Kim Flintoff
This version of the presentation was used at the 21st Century Learning Conference in Hong Kong Feb 17-19, 2011. See the website: http://21c-learning.hk/
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses.
Web Presentation for the University of Oulu, Finland, April 24, 2007
Our session at #iliadlaunch - the launch of Institute for Learning, Innovation and Development at University of Southampton, 3rd November.
Kate Dickens, Graeme Earl, Lisa Harris and Olja Rastic-Dulborough
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
CULTIVATING STUDENTS'INNOVATIVE PRACTICE ABILITY IN HARDWARE EXPERIMENTijejournal
How to cultivate students' innovative practical ability effectively is the subject of Computer Science in Colleges and Universities, especially for the first-year or second-year undergraduate students. This paper introduces the experimental teaching reform trial of the Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of innovation in the hardware experiment teaching and how to improve the students' practical ability. This paper proposes that we should start the student
independent innovation experiment as soon as possible at the university stage. We design the independent innovation experiment in Digital Logic Circuit of the hardware experiment, that experiment is an openminded experiment. After years of experiments carried out, the students deepened understanding of the knowledge of theory course, improve the interest in the design of hardware, understand the basic processes of the design of electronic products, improve the ability of practical, and establish the consciousness of
innovation and practice. Our trial has proved that it is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of computer major.
Global Concept, Local Practices: State of the Research on OCW in Chineseguest1cc285
IMPORTANT: The audio to this presentation is available at http://reganmian.net/files/Chinese%20OCW%20talk%20Houston.mp3. I'm having some problems turning it into a slidecast, but I will try again.
Presentation given at OCWC/Connexions conference at Rice University, February 2009.
Abstract:
Since the MIT OCW program was started in 2002, the OCW movement and idea have spread to many different countries and linguistic contexts. Wonderful innovation, production and research is happening in different countries, and often published in different languages. For the OCW and OER movements to progress, it is imperative that we be able to learn from each other, and bridge these linguistic barriers.
China has been one of the most aggressive adopters of the OCW idea. Not only is China Open Resources for Education (CORE) coordinating efforts to translate MIT OCW into Chinese, but the Chinese Ministry of Education has since 2003 been operating a national OCW program called China Quality OpenCourseWare (精品课程). Chinese universities submit proposals, and can receive between $7,300 and $14,600 per course that is made freely available online. By 2007, there were already over 1,100 courses available online, many of these with extensive resources, and video recordings.
In addition to this large-scale production OCW, the Chinese scholarly community has also been prolific in researching and publishing about the program. The China Academic Journals database, which provides the full text of over 7,000 Chinese scholarly articles, lists 2,137 articles with the term 精品课程 (China Quality OCW), of which 421 were published in 2008. In numbers, this is roughly equivalent to all the scholarly publication that mention OCW in English and other Latin languages in total - however, the story becomes even more impressive when initial sampling shows that most of the Chinese articles listed mention OCW in their title, and have OCW as their main topic, whereas many of the English language publications are writing about broader issues, and only refer to OCW in passing.
I am currently conducting a research project on this wealth of literature. Initially I will try to provide a broad grouping of the Chinese articles on OCW, provide statistics on number of articles in each group (for example: articles that describe the process of producing individual OCW courses, articles that present surveys on student usage, etc), and in what kind of journals these articles appear. My ultimate objective is not only to gain a good understanding of the state of research around the Chinese Quality OCW program, but also identify specific journal articles that provide theoretical models, methodological approaches or accounts of experiences that are very relevant and useful to the North-American research on OER and OCW.
In my presentation, I will give a brief overview of the history and current state of China Quality OpenCourseWare, how it is funded, produced, and used, and also how it interacts with the Chinese translations of for example MIT OCW. I will give an overview over the “state of research”, both in terms of poignant research questions, methodologies and also relevant findings, from the Chinese context. I will also argue for a more integrated research roadmap for OCWs in North America, that actively engages with researchers and the literature from around the world.
Slides used for summary of OERu progress and input resources as OERu 2011.11 Meeting held in Dunedin, 9-10 November 2011. EFQEL slides used under provisions of fair dealing.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
National Centre for Student Equity in Higher Education (NCSEHE) Director Professor Sue Trinidad presents, "Student equity: policy and practice" at the ACER-sponsored Strategies for Student Retention conference held in Melbourne on Tuesday 29 and Wednesday 30 September 2015. Professor Trinidad provides an overview of the NCSEHE's work, including the development of student personas in order to better identify cohorts of students requiring additional support, and strategies with which to assist.
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Integrating NVivo into qualitative methods teaching
1. 30.07.2010
1
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lynne Roberts, Lauren Breen & Maxine Symes
Integrating NVivo into Qualitative
Methods Teaching
QSR International eSeminar 24 August 2012
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lynne Roberts
Lauren Breen
Maxine Symes
2.
3. 30.07.2010
3
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Planning: Big Picture
Aim to integrate the teaching of NVivo within the teaching of
qualitative research
Focus on:
Integration
Extension
Value-adding
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Planning: Practicalities
Upgrading teaching staff skills in using NVivo
Identifying core components that need to be taught to
enable NVivo to be used at an introductory level
Creating new lab activities to teach and support the use of
NVivo
Rewriting portions of major assessment to include NVivo
Arranging for NVivo to be loaded in computer lab
Teaching NVivo
4. 30.07.2010
4
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Key Functions Identified for Beginners
Familiarity with lay out
Setting up a project
Importing transcripts into NVivo
Coding to nodes
Displaying material under nodes
Managing nodes
Memos
Exporting from NVivo
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Piloting
Instructional material piloted with fourth year psychology
student volunteers
Minor modifications made based on the feedback
provided.
Teaching NVivo
5. 30.07.2010
5
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Integration into Unit
3rd Year ‘Advanced Psychological Science’ unit
114 psychology undergraduate students
• 3 X 1 hour labs (repeated 5 times) on using NVivo
• NVivo used to analyse interview data collected by
students
• Reporting of NVivo analysis and results in final
assignments
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Content of First 7 Labs
Developing a research plan
Interview schedules and information sheets
Interviewing
Qualitative Data Analysis
Thematic Analysis: Initial coding*
Thematic Analysis: Category development*
Thematic Analysis: Conceptual maps and writing up
*Key labs for NVivo use
Teaching NVivo
6. 30.07.2010
6
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lab 5: Thematic Analysis: Initial coding
Introduction to NVivo
Creating a project in NVivo
Layout of screen in NVivo
Importing and working with transcripts
Coding to nodes
Focus on familiarisation and initial coding
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lab 6: Thematic Analysis: Category
development
Developing and reviewing themes
Displaying data coded to nodes
Working with nodes (Parent-child relationships; Merging
nodes; Deleting nodes)
Creating memos
Attaching memos to nodes
Exporting from NVivo
Focus on developing and reviewing themes
Teaching NVivo
7. 30.07.2010
7
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lab 7: Conceptual Maps and Writing Up
Example of thematic maps
Creation of own thematic maps
Writing up qualitative research
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Overview of Teaching Material
Teaching NVivo
Introduction:
Emphasis on
program as
tool
8. 30.07.2010
8
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Teaching NVivo
Help:
Highlighting
key
commands in
NVivo
program
Providing link
to page of
book for
additional
assistance
Overview of Teaching Material
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Overview of Teaching Material
Teaching NVivo
Layout:
Familiarisation
with panes
9. 30.07.2010
9
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Teaching NVivo
Instructions
in writing…
…and in
pictures
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Benefits for Staff
Increases perceived legitimacy/focus on qualitative
research within the school
Provides initial training for students enabling staff to offer
qualitative research projects in fourth year
Teaching NVivo
10. 30.07.2010
10
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Benefits for Students
Increases range of research skills
Marketable skill
Increases range of projects can consider undertaking in
future years
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Tips for Integration
Recommend NVivo be taught by the same staff who are
teaching the principles and practise of qualitative research
Teaching staff need to be trained/have experience in using
NVivo
Program and books needs to be available to students for
use outside of class time
Teaching NVivo
11. 30.07.2010
11
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Further Development of Materials and
Delivery
2012
• Unit being taught in the same way with minor
modifications
• New teaching staff
2013
• New qualitative unit
• Increased lab time to 1.5 hours per student per week
• Further integration of teaching NVivo within qualitative unit
• Practise of NVivo within mixed methods unit
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Further Development
Teaching NVivo
Additional
Practise with
Key Actions
12. 30.07.2010
12
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Evaluation of Teaching NVivo
Aim: to evaluate student perceptions of the teaching and
use of NVivo within this unit
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
METHOD
Design
Mixed methods design utilising an online survey hosted by Qualtrics
Participants
67 commenced survey (59% response rate)
45 completed survey (67% completion rate)
Ages 20 to 53 years (Modes 20 and 21 years)
80% female
Teaching NVivo
13. 30.07.2010
13
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
METHOD: Measures
Open questions
Best and worst things about using NVivo
Integration of NVivo within unit
Suggestions for change
Reasons for wanting/not wanting NVivo to be taught in future
Closed questions
Time spent using
Resources accessed
Plans to use NVivo in future
Whether NVivo should be taught in future
Perceived helpfulness of resources (scale)
Confidence in performing basic functions (scale)
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
METHOD
Procedure
Curtin Human Research Ethics Committee Approval
Recruitment in last week of labs in unit
Students provided with link to information sheet for survey
Anonymous completion of survey
Analysis
Thematic analysis for open questions
SPSS v18 for descriptive statistics for closed questions
Teaching NVivo
14. 30.07.2010
14
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Teaching Resources were Helpful
in Learning to Use NVivo
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Confidence in Ability to Conduct
Activities
Teaching NVivo
15. 30.07.2010
15
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Themes and Sub-Themes
Themes Sub-themes
Features of the NVivo program Speed, efficiency and use
Systematic data storage and display
Comparison with manual analysis
Time-consuming to learn
Integration into the unit and course Access to the program
Class time and structure
Relevance to undergraduate
psychology
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Features of the NVivo Program
Speed, efficiency and use
‘It’s easy-to-use software. It's intuitive and works similarly enough to MS
Office (which students are familiar with) that there's no learning challenge.
Even if you don't know how to do something (or whether or not that can even
be done) it's easy enough to play around for five minutes and work it out!’
Systematic data storage and display
‘very useful at indexing and storing material so to create codes and then
merge into analysable material’
‘Because all the information was kept in one spot saved under one project,
it was easy to access, use, and read through’
Teaching NVivo
16. 30.07.2010
16
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Features of the NVivo Program
Comparison with manual analysis
‘When your [sic] analysing transcripts you can get lost in the themes and
categories that jump out at you and this offers a neat way to get your head
around things’
‘I can’t see all the transcripts at once and compare them. I would rather print
them all and look at them… NVivo [is] really useless and time-consuming,
allowing you to just look at one thing at a time. I can use it and I did but I
hated it.’
‘I hate having to read information, especially long pieces of text, on a screen
but I know in order to use such technology it has to be done... I'm just old
school and like the hard copy in front of me…to write on.’
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Features of the NVivo Program
Time Consuming to Learn
‘very time-consuming; however, if you were analysing interview transcripts
without NVivo I guess that would be time-consuming just the same.’
‘At first I was like 'oh no I’m going to have to learn to use a whole new
software package, and OMG it comes with a bible, it's going to be like
starting with SPSS all over again, how am I going to do this in one unit?!' So
initial shock, but it turned out to not be like that at all.’
Teaching NVivo
17. 30.07.2010
17
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Integration into the Unit
Access to the program
‘The worst thing was that the trial program at home didn't match up to the
program at uni so I couldn't bring my data to class and I ended up just
working on it at home.’
‘a psychological barrier to doing my assignment because of where and
when the program was available to use.’
Class time and structure
‘Longer labs could ensure more time to learn how to use NVivo as I felt it
was a bit rushed and we had to learn how to do it ourselves a bit in our own
time’
‘the labs took a really excellent, step-by-step approach towards how to use
NVivo and its benefits.’
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Integration into the Course
Relevance to undergraduate psychology
‘well-integrated’
‘done succinctly and comprehensively’
‘It is a great program and I hope to get a real hang of it before I do my
qualitative dissertation next year’
‘It is a very useful tool. Knowing how to use research software like this
makes us more employable, and prepares us for future research’
Teaching NVivo
18. 30.07.2010
18
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
RESULTS: Future teaching
Teaching NVivo
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Discussion
Possibility of successful integration of qualitative software
into undergraduate research methods units
Can teach in large classes
Can integrate methodology with technology
Staff expertise
Students generally support, despite concerns about time
pressures and program access
Further research required to identify optimal conditions for
teaching computer-supported qualitative analysis to
undergraduates
Teaching NVivo
19. 30.07.2010
19
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Contact Details
Lynne Roberts
Lynne.Roberts@curtin.edu.au
Lauren Breen
Lauren.Breen@curtin.edu.au
Maxine Symes
Maxine.Symes@postgrad.curtin.edu.au
Teaching NVivo