Quali lecture 1: Understanding the research process

QUALI Spring 2013 Jari Laru

”Qualita7ve analysts do not believe that there

is a single truth” (Newby, 2012)

Understanding research process..

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Three major paradigms Da

ta collec7on

and

analysis

Quan7ta7ve research

Qualita7ve research

Mixed methods Quan7ta7ve

Qualita7ve

Course context

Schedule

1. Understanding research process

2. Data sampling and collec7on

3. Data analysis and triangula7on

4. Qualita7ve research & Online environments

5. Mixed methods

Lectures are based on these books Lectures I-‐III Lecture IV Lecture V

Newby, P. (2010). Research Methods for Educa7on.

Dicks, B. (2012). Digital qualita7ve research methods

Cresswell & Plano Clark (2011). Designing and Conduc7ng Mixed Methods Research

Philosophy Paradigm Principles

Methodology Methods Research ques7on

Research process

Goals and Outcomes

Model

Educa7on theory

Research agenda

Research problem

Research ques7on

Research Issue

Influences on the research process. Adapted from Newby (2012) Research methods for educa7on

Research process: Influences

PHILOSOPHY



Research process

Research philosophy (worldview) 1/3

•  Research as an ac7vity has developed schools of prac7se, each with its own philosophical standpoint, that cross subject and disciplinary boundaries which can influence: – How research is conducted – What is researched – How evidence is interpreted

Research philosophy (worldview) 2/3

Basic set of beliefs or assump7ons that guide inquiries (see Guba & Lincoln, 2005)

Postposi9vist worldview

Construc9vist worldview

Par9cipatory worldview

Pragma9c worldview

Determina7on Understanding Poli7cal Consequences of ac7ons

Reduc7onism Mul7ple par7cipant meanings

Empowerement and issue oriented

Problem centered

Empirical observa7on and measurement

Social and historical construc7on

Collabora7ve Pluralis7c

Theory verifica7on Theory genera7on Change oriented Real-‐world prac7se oriented

Cresswell & Clark (2011). Designing and conduc7ng mixed methods research

Research philosophy 3/3 Element Posi9vism Construc9vism

Ontology (what is the nature of reality)

Singular reality (e.g. Researchers reject or fail to reject hypotheses)

Mul7ple reali7es (e.g. Researchers provide quotes to illustrate different perspec7ves

Epistemology (what is rela9onship between researcher and that being researched)

Distance and impar7ality (e.g. researcher objec7vely collect data on instruments)

Closeness (e.g. Researcher visit par7cipants at their sites to collect data)

Axiology (what is the role of values)

Unbiased (e.g. Researchers use checks to eliminate bias)

Biased (e.g. Reseachers ac7vely talk about their biases and interpreta7ons)

Methodology (what is the process of research)

Deduc7ve (e.g. Researchers test an priori theory)

Induc7ve (e.g. Researchers start with par7cipants views and build ”up” to pacerns, theories, and generaliza7ons

Rhetoric (what is the language of research)

Formal style (e.g. Researchers use agreed-‐on defini7ons of variables

Informal style (e.g., researchers write in literary, informal style)

PARADIGM



Research process

Paradigm: a conceptual model underlying the theories and prac7se of

a scien7fic subject

Methodology: a system of methods used in a

par7cular field

<

Three major paradigms Da

ta collec7on

and

analysis

Quan7ta7ve research

Qualita7ve research


Qualita7ve

Course context

Three major paradigms

Paradigm characteris7cs Quan9ta9ve Qualita9ve Mixed methods

Truth Single Mul7ple Either single or mul7ple truths

Approach Deduc7ve Induc7ve Either deduc7ve or induc7ve or both

Researcher Neutral Can be commiced Either neutral or commiced or both

Methods Formal procedures Structured procedures plus insight

Either formal or structured or both

Data Number Any informa7on Any informa7on

Research methods for educaton kirjasta..

THREE MAJOR PARADIGMS: QUANTITATIVE RESEARCH

Data collec7on

and

analysis

Quan7ta7ve research

Qualita7ve research


Qualita7ve

QUANTITATIVE RESEARCH •  Deal with cause & effect, so

are more useful resolving ques9ons regarding outcomes rather than processes

•  Quan7ta7ve approach have strict procedures

•  Many of the sta7s7cal techniques place great requirements on the way in which data is collected

•  Are powerful, rigorous and convincing to others

Three major paradigms

THREE MAJOR PARADIGMS: QUALITATIVE RESEARCH

Data collec7on

and

analysis

Quan7ta7ve research

Qualita7ve research


Qualita7ve

Characteris7cs of qualita7ve research

A holis7c and

integra7ve approach

A naturalis7c form of enquiry

Not one reality

The place of theory

A. Holis7c & integra7ve approach

•  To use data of different types and from different sources and combine them into an analysis and interpreta7on of a situa7on

B. Naturalis7c form of enquiry

•  Data is obtained in as natural segng as possible. •  The principle is to minimise the influence of an unrealis7c research environment (= e.g. Controlled lab)

•  It is not, however, always possible to sustain a pure naturalis7c approach.

..Con7nued (example)

Not one reality

Quan7ta7ve assump7on: there is a single truth to be discovered, either a factor has influence or

not

Qualita7ve assump7on: There is no single ra7onality that determines the way

people behave

The place of theory: conven7onal explana7on

Idea or theory

Hypothesis

Evidence

Conclusion

Deduc7on Theory tes7ng

Observa7on

Analysis and assesment

Conjecture and hypothesis

Generalisa7on or theory

Induc7on Theory building

Quan7ta7ve (conven7onal explana7on) Qualita7ve (conven7onal explana7on)

The place of theory: contemporary view

•  It is possible for qualita7ve research to explore theore7cal statements and even to test hypotheses, although procedures are different

•  We need to be prepared to challenge orthodoxy and conven9ons if research problem requires it!

Contras7ng hypotheses

Quan9ta9ve Qualita9ve

The level of mo7va7on in Group A is higher than in Group B

The level of mo7va7on and mo7va7onal drivers are different in the two groups

Which becomes in analysis: There is (no) significant difference in the levels of mo7va7on in the two groups

THREE MAJOR PARADIGMS: MIXED METHODS

Data collec7on

and

analysis

Quan7ta7ve research

Qualita7ve research


Qualita7ve

Mixed methods •  Collects & analyzes persuasively and rigorously both qualita7ve and quan7ta7ve data (based on research ques7ons)

•  Mixes (or integrates or links) the two forms of data –  concurrentely by combining them (or merging them) –  Sequen7ally by having one build on the other, –  Embedding one within the other

•  Gives priority to one or both forms of data (in terms what research emphasizes)

•  …

Cresswell & Piano Clark (2010). Designing and conduc7ng mixed methods research (2nd. Ed)

PRINCIPLES



Research process

Principle 1/7: do not cheat with your data

•  ..Our posi7on with respect to honesty in rela7on to the data we collect and present and the results we present..

•  DO not ”construct” data •  DO not ignore data •  BE transparent with your

methods of data collec7on, analysis and interpreta7on

Research process: Principles

Principle 2/7: other stakeholders

1.  ..confiden7ality of people who give us sensi7ve informa7on

2.  ..ability to iden7fy organisa7ons/people from data

..How far our responsibility extends to others that we involve in our research?


Principle 3/7: sharing the results

..to share the benefits of research with whom?

1.  Tell organiza7on / par7cipants what you have found in your research

2.  Who to share possible bene7ls?

3.  Who has rights to your conclusions & paper (supervisor or you?)


Principles 4-‐5/7

•  Principle 4 (voluntarity): How far should those involved with in our research to be free to whitdraw? Should they know that they are par7cipa7ng? (if they are kids? Adults?

•  Principle 5: (other experts [in special segngs]) do you allow community or other experts to say what should be researched and how research should be conducted?


Principle 6/7: plagiarism

•  Ethics of using someone else’s work without acribu7on

•  Plagiarism is becoming a significant issue in research

•  All candidate and master theses will be screened automa7cally in University of Oulu


Principle 7/7: Other (than ethical) standards

•  Presenta7on •  Wri7ng •  Grammar •  Referencing •  …

..to consider what standards we want to represent us..


RESEARCH PROCESS: METHODOLOGIES

Research process: Methodologies



Research process

Ethnography Case study Evalua9on Ac9on research

Dis7nc7viness Researcher focus Learn from the par7cular

Ques7on focus Change focus

Purpose Understand, explain

Explain, explore, describe

Understand, test complicance, improve, inform

Change, improve, build, develop

Researcher status

Hidden or visible par7cipant

External analyst Outside the process but may be internal to project

Inside the process and the project

Methods Observa7on, conversa7ons

Informa7on assembly, interview

Any Reflec7on

Limita7ons and issues

•  Influencing behaviour

•  Misinterpreta7on of evidence

•  Ethical issues •  Not detached •  Lack of

generalisa7on

•  Gegng at the truth can be diffuclt

•  Wrong interpreta7on

•  Can it be generalised

•  Not detached •  Limited

perspec7ves •  Segng

boundary to study

•  Lack of rigour •  Not detached •  Group

decisions about ac7ons can be compromises

Research process: Methodologies

RESEARCH PROCESS: RESEARCH QUESTIONS



Research process

Research agenda

Research problem

Research ques7on

Research Issue

Ques9on Research approach

What is happening here? Data analysis. Ethnographic. Descrip7ve.

What did happen/has happened here Case study

What will happen Causal analysis. Research synthesis, systema7c review. Descrip7ve inference.

What is ….? Descrip7ve.

What shoud we do? Policy analysis.

What is effect of? Evalua7on, experimental design. Causal analysis, experimental design.

What is the cause of? Causal analysis, sta7s7cal design.

Is this result same or different? Asssocia7on analysis, sta7s7cal design.

Is this working? Can it be becer? Ac7on oriented: ac7on research, apprecia7ve enquiry. Policy analysis.

All ques7ons Mixed design.

The link between research ques7on and research approach. In Newby, Peter (2012). Research methods for educa7on

IDEAS THAT INFLUENCE TO GOALS AND OUTCOMES

Goals and Outcomes

Model

Educa7on theory

Educa7on theory 1/2 •  Educa7on theory deals with subject macer of educa7on – instruc7onal design, mo7va7on etc.

•  Theory can be tested and it aims to be generalisable.

•  It draws from conjecture about what might/should be the case or from evidence drawn from the real world

Vital role: It is a framework for advancing our understanding of the subject

Educa7on theory 2/2

A.   Theory tes9ng as a goal –  ..We can take a theory, norma7ve or explanatory, and see if it works in our environment.. => thesis work

B.   Theory development as an outcome -  When knowledge is

generalisable to all or par7cular situa7ons and predic7ons can be made with some of degree with certainty, it assumes the status of theory => Scien7fic research

1.   Norma9ve theory •  how thing could or should

be organized or what goals should be achieved –  John Dewey: Learning by doing

–  Maria montessori.. 2.   Explanatory theory •  Explains how things work

–  SRL, Distributed cogni7on, Collabora7ve learning etc..

Vital role: It is a framework for advancing our understanding of the subject

Example A: my own PhD research

Theory tes7ng as a goal

Example B: Prof. Järvelä

Theory development as an outcome

Järvelä, S., & Hadwin, A. F. (2013). New fron7ers: Regula7ng learning in CSCL. Educa7onal Psychologist, 48(1), 25-‐39.

Models..

A. Can be used to organize our understanding of previous studies..

Can be employed to shape and represent your thoughts without reference to previous studies

Can be a tool to represent your research findings

Some models from my master thesis

Overview of my doctoral thesis

Model of distributed cogni7ve system in my doctoral thesis

RESEARCH ISSUE: INFLUENCES ON THE SELECTION OF A RESEARCH ISSUE

Research agenda

Research problem

Research ques7on

Research Issue

Learning from a research agenda

•  You don’t need to work in one of them, BUT: •  ..research agenda will give societal and policy perspec7ve that an academic perspec7ve doesn’t necessarily provide.

•  Research agendas are closely linked with opportuni9es to gain research funding

Research agenda

Research problem

Research ques7on

Research Issue

Helps to get a sense of the issues that are important and worth of researching

Example A: poli7cal research agenda

Suthers, D. D. (2006). Technology affordances for intersubjec7ve meaning making: A research agenda for CSCL. Interna7onal Journal of Computer-‐Supported Collabora7ve Learning. 1(3), 315-‐337. Doi: 10.1007/s11412-‐006-‐9660-‐y.

Example B: scien7fic research agenda

Research issue

•  Research issue is a theme from the research agenda. It is a topic or area where is poten7al for research

•  Loose and wide spesificia7on while compared to research problem

Not agreeing with the other researcher

Not liking the implica7ons of the policy

Being concerned what it is happening in the educa7on system…

Consolida7ng the results of different research

Being struck by the poten7al in another subject if applied to educa7on

Realising that other academics have failed..

New area of ac7vity

Research agenda

Research problem

Research ques7on

Research Issue

Technology trigger Peak of inflated Expecta7ons

Trough of Disillusionment Slope of Enlightenment Plateau of produc7vity

First genera9on: PocketPCs

First steps (R&D) Personal Digital Assistants

2nd genera9on: Wireless Internet Learning Devices (Smartphones)

3rd genera9on: Out of the box tools, social media integra7on

Era of Mobile Learning (m-‐learning)

Wireless Internet Learning Devices (Wild) Integrated learning

Mobile social media

Era of Ubiquitous learning (u-‐learning)

B. Wireless Internet Learning devices A. Mobility and Personal Digital Assistants C. Mobile Social Media

D. Ubiquitous Future

Case study I

Case study II

Case study III

Computer Supported Collabora7ve Learning (CSCL)

7me

Visib

ility

Example: issues in ”mobile learning” research

Research problem

•  ”As issue becomes more defined in our mind it becomes research problem – that is, it is more 7ghly defined” (Newby, 2011).

•  The next stage towards research ques7on is to is to find what has been published in the rela7on to the topic, ac7vity or issue => to do Scoping

Research agenda

Research problem

Research ques7on

Research Issue

Issue: mobile learning

Problem: How to scaffold learning with ubiquitous technologies

Ques9on Research approach

What is happening here? Data analysis. Ethnographic. Descrip7ve.

What did happen/has happened here Case study

What will happen Causal analysis. Research synthesis, systema7c review. Descrip7ve inference.

What is ….? Descrip7ve.

What shoud we do? Policy analysis.

What is effect of? Evalua7on, experimental design. Causal analysis, experimental design.

What is the cause of? Causal analysis, sta7s7cal design.

Is this result same or different? Asssocia7on analysis, sta7s7cal design.

Is this working? Can it be becer? Ac7on oriented: ac7on research, apprecia7ve enquiry. Policy analysis.

All ques7ons Mixed design.

The link between research ques7on and research approach. In Newby, Peter (2012). Research methods for educa7on

Research agenda

Research problem

Research ques7on

Research Issue

Research ques7ons



Research process

Goals and Outcomes

Model

Educa7on theory

Research agenda

Research problem

Research ques7on

Research Issue

Influences on the research process. Adapted from Newby (2012) Research methods for educa7on

Research process: Influences

Quali lecture 1: Understanding the research process

Education

Transcript of Quali lecture 1: Understanding the research process