EE5801F GroupT Ppt

8/2/2019 EE5801F GroupT Ppt

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Not everything that counts can be counted,

and not everything that can be countedcounts -Albert Einstein


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outline


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Introduction

Who developed it?

Developed by Barney Glaser and AnslemStrauss in 1967 as a general qualitative data

analysis approach where it is further developed

to become grounded theory method.


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IntroductionDefinition:

It is an inductive data analysis in qualitative research where

newly collected data is compared with previous data that was

collected in earlier studies.

This is done continuously as the theories are forming, and

consistently being enhanced, then being confirmed or

disregarded all together when new data surfaces from data

collection. (Savenye & Robinson, 1996)


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IntroductionDefinition:

Meaning the strategy involves taking one piece of

data and comparing it with all others that may besimilar or different in order to develop

conceptualization of the possible relations between

various pieces of data.


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Where is it applied?

A1

Applying constant comparative and discourse analysis

to virtual worlds research by (Leong, Joseph, &Boulay, 2010)

A2 The use of information by environmental planners: aqualitative study using grounded methodology by

Mutshawa, A. (2009)

A3

Patients action during their cardiac event: qualitativestudy exploring differences and modifiable factorsby Ruston, A., Clayton, J., & Calnan, M. (1998)


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Where is it applied?

A4

To explore where and how learning takes place in a

networked leadership and development learningprogramme for SMEs by Peter, S. (2010)

A5 Tenure and Promotion Considerations: An Analysis of

Cultural Issues by Ovington, J. et al.

A6

The role of schools perceived human resource policies inteachers professional development activities: a comparativestudy of innovations toward competence-based education bySeezink, A., & Poell, R. (2011)


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Purpose of the articles

A1

To show that by combining multiple dataanalysis methods to attain the different typesof research questions.

RQ: Students reactions to an experimental

course taught online in Second Life.

A2

To examine the use of information byenvironmental planners.

RQ: Factors that help influence and explainbehaviour exhibited by environmental planners.


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A3

To explore the circumstances and factors thatexplain variations in response to a cardiacevent.

To identify potentially modifiable factors.

A4

To explore where and how learning takesplace in a networked leadership anddevelopment learning programme forSMEs


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A5

To review a selected sample ofliterature on tenure decision-making andpresent a model for productivity analysis

A6

This study investigates professional developmentactivities taken by teachers in order to play new roles incompetence-based education programs.

RQ: Types of professional development activitiesundertaken by teachers, how these activities differamong schools and extent of ability to identify elementsof approach


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sampling

A1 Students in a six-week graduate educationaltechnology elective summer course.

A2 44 officers working or connected to the 5

councils in Botswana.

A3 43 patients and 21 other people present at

the time of the cardiac event.


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sampling

A4

The study uses one cohort of LEAD that

consisted of 25 small business ownermanagers.

A5 18 articles, 7 letters to the editor and 5

faculty handbooks

A6 30 PVSE teachers from nine different

schools


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Data collection

Article 1

I. Classroom observations or video recording of

the use of virtual world in world classsessions.

II. Students discourse in written text, including

students blogs, chat box text andasynchronous discussion postings.


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Data collectionArticle 2

Interviews with the 44 officers needed to explain onthe environmental issues and planning to:

1)define general terms and how information use torelate factors

2) explore the findings in depth,

3)develop relationship and find example,

4) search for evidence to refute the finding

5) have more open discussion to confirm the findings.


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Data collection

Article 3

i. Semi structured face to face interview with

the patients admitted to two districthospitals for a cardiac event.

ii. Semi structures face to face interview with

the patients associates.


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Data collection

Article 4

i. Interviews and observations by the

researcher to provide information on howLEAD was impacting them both personallyand professionally.

ii. Information were thematically analysed andidentified, hence used in the networkedlearning.


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Data collection

Article 5

Reviewing literature to assess thespecific requirements in awarding

tenures


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Data collection

Article 5

Semi-structured interviews (open-ended questions)

conducted with an interview protocol to explore on:

i. Respondents background

ii. Implementation of teachers professional

development activities, SOAP principles andIPM.


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Findings & data analysis

A1

Via CCA, the salient theme in the studentsreactions were;

a) students frustration with technical issues andlearning functionalities of virtual worlds,

b) need for socialization, and c) appreciation for the potential of virtual world for

teaching and learning.

The analysis has implication on how students learnin

the virtual worlds and the changing roles ofinstructorsin virtual worlds as well.


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A2

After CCA, there were 8 main categories

discovered; motivators, role context,dynamic project information context,experiential knowledge, patent ofinformation use, informational power,

strategies for participation, and situatedpower.

The analysis has implication in showing on

how the information used by the plannersempowerstheir decision and behavioursduring the environmental planning process.


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A3

The interviews were tape recorded. The data were divided into 3 groups

(1) Non delayers

(2) Delayers (3) Extended delayers

The data were then analyzed usingthe constant comparative method


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A4

Five learning spaces wereidentified to show where thedelegates were learning onLEAD, namely:

LEAD, 2. reflective 3. Social 4.Peer-to-peer and 5.future


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A5

Through CCA, the factors that universityadministrators need to evaluate beforeawarding of tenure and promotion arecategorized for example; the candidatesability to increase competence, size offaculty, organizational structure, contextvariables, and teaching versus researchcommitment


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A6

Interviews were fully transcribed, followed by acoding procedure where core concepts were codedinto 11 main categories and 62 sub categories.

Data collected were compared between categories

The analysis has implication on views of teachers onprofessional and career development, theirmotivation to participation in development activities

and actual learning in the process.


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Conclusion

Strengths Weaknesse

Effectiveness

CCA is useful in

identifying importantand prominentthemes or conceptsfrom a broad

exploratoryapproach but

Rigidity of data

due to the use of

multiple coders anddata sources somewill disregard therigor of data

collection andanalysis. (Leong etal., 2010)


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Conclusion

Strengths Weakness

Generates analytical

data whichcontribute tounderstanding

Time consuming


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Conclusion

On Etic versus Emic dilemma

Most studies assumed to put emphasis on emicapproach (Douglas, 2003)

but sometimes there are failures by theresearchers to differentiate between these twotypes of approach when interpreting data causingconfusion in coding/conception of data categories,making it unreliable for generalization. (Zubaran,2009)

EE5801F GroupT Ppt

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