METHODS USED IN QUALITATIVE RESEARCH

METHODS USED IN QUALITATIVE RESEARCH

Prepared by

Sabarish P

(MSc Physics, MEd, NET) 

 

Contact: pklsabarish@gmail.com 

Introduction

The growth in qualitative research is a well-noted fact in the field of educational research. It is Concerned with the opinions, experiences, and feelings of individuals producing subjective data and it does not attempt at analyzing it into quantifiable or measurable components as in Quantitative research. It takes into consideration the totality of phenomenon. It seeks understanding, extrapolation, and explanation to similar situations. Education as a discipline has wide base with diverse concerns, thus many of its problems certainly be meaningfully investigated by means of different approaches including both qualitative and quantitative researches. Qualitative data are verbal or other symbolic materials. The general methods used in the qualitative research for the holistic study of a phenomenon are highlighted here.

Qualitative research is a form of inquiry that analyzes information conveyed through language and behavior in natural settings. It is used to capture expressive information not conveyed in quantitative data about beliefs, values, feelings, and motivations that underlie behaviors. Qualitative methods derive from a variety of disciplines and traditions. Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. Hence, smaller but focused samples are more often needed than large samples. Qualitative research is a term with varying meanings in educational research. Qualitative research studies typically include ethnographies, case studies, and generally descriptive studies. They often are called ethnographies, but these are somewhat more specific. Ethnography is just one form that qualitative research may take. Ethnography as a form of naturalistic inquiry is a major approach to qualitative research. Ethnography is a semi structured way of learning about people and their culture.⁸ With specific questions in mind, ethnographic researchers immerse themselves in an environment to discover the meanings, conventions of behavior, and ways of thinking important to individuals of a group as they emerge in unrehearsed encounters.

A case study may indeed be viewed as ethnography; however, the investigator may have set out to answer a particular question rather than to describe a group or scene as a whole. It uses observational techniques to examine a social unit as a whole. Data analysis of case study research focuses on the holistic description of the cases including individuals, communities, institutions etc.

Some qualitative approaches use technical methods (such as statistical content analysis) to determine the significance of findings, while others rely on researchers thoughtful reflection. Once a question or issue has been selected, the choice of qualitative methods falls roughly into the categories of observations, interviews, and document and artifact analysis. Qualitative methods, however, form continua on various dimensions, and researchers espouse many views of how methods may be categorized and conceptualized. One advantage of qualitative methods in exploratory research is that use of open-ended questions and probing gives participants the opportunity to respond in their own words, rather than forcing them to choose from fixed responses, as quantitative methods do. Open-ended questions have the ability to evoke responses that are:

• Meaningful and culturally salient to the participant

• Unanticipated by the researcher

• Rich and explanatory in nature

 

Pelto and Pelto (1978) in their frequently cited text on anthropological research methods remind us that the human investigator is the primary research instrument. These authors categorize methods as either verbal or nonverbal techniques. Verbal techniques include participant observation, questionnaires, and various forms of structured and unstructured interviews. Nonverbal techniques include observations and measures of interactions; proxemics, kinesics, and research involving videotaped observations; use of various types of technical equipment for collecting data; content analysis; and analysis of artifacts and records. Pelto and Pelto (1978) add that methods may be described as having an "emic" or insider's view, as in participant observation, versus an "etic" or outsider's view, as in nonparticipant stream-of-behavior analyses. As in all qualitative research, it is also assumed that educational technology researchers will use and refine methods with the view that the methods used vary in their degree of interactiveness with subjects. Some of the general methods in conducting qualitative research are:

Grounded Theory

Grounded theory is considered a type of qualitative methodology. The focus of grounded theory approach is on the development of inductive,”bottom up “theory that is grounded directly in the empirical data. In grounded theory, the data may come from observations, interviews, and videotape or document analysis, and, as in other qualitative research, these data may be considered strictly qualitative or may be quantitative. The purpose of the methodology is to develop theory, through an interactive process of data analysis and theoretical analysis, with verification of hypotheses ongoing throughout the study.

A recent example of a grounded-theory approach in an educational technology study is that of Oliver's (1992). This research investigated and described the activities used in a university televised distance education system, analyzing the use of camera techniques as they related to interaction in class. Oliver videotaped hours of two-way video instruction and analyzed the amount and kind of classroom interactions that occurred. She also examined and described the various television shots and transitions used. Outside observers also coded the videotapes. Using grounded-theory techniques, Oliver used the data she transcribed and the emerging categories of data to create a theory of televised instruction. The theory involved the use of close-up camera techniques and the "clean-cut" transition to enhance interaction.

Participant Observation

Participant observation is a qualitative method frequently used in social science research. It is reasonable that fine educational technology research can be conducted using participant observation techniques, with somewhat limited research questions. Not every phenomenon can possibly be recorded. Most qualitative observational studies rely on the researcher's writing down what occurs in the form of extensive field notes. The researcher then analyzes these notes soon after observations are carried out, noting patterns of behaviors and events and phenomena to investigate in further observations. Still, the researcher is the instrument in most participant observations and, being human, cannot observe and record everything. Therefore, in most educational research studies, the investigator determines ahead of time what will be observed and recorded, guided but not limited by the research questions.

In an example of a limited participant observation case study, Robinson (1994) observed classes using "Channel One" in a Midwestern middle school. While Robinson was not there for more than one semester, she did observe and participate in the class discussions for many hours of classroom instruction, as well as interview about 10% of the students. She did not focus on all school activities, or on all the categories of interaction within the classrooms, but focused her observations and field notes on the use of the televised news show and the reaction to it from students, teachers, administrators, and parents.

Nonparticipant Observation

Nonparticipant observation is one of several methods for collecting data considered to be relatively unobtrusive. Nonparticipant observation is often used to study focused aspects of a setting, in order to answer specific questions within a study. This method can yield extensive detailed data, over many subjects and settings, if desired, in order to search for patterns, or to test hypotheses developed as a result of using other methods, such as interviews. It can thus be a powerful tool in triangulation. Observational data may be coded into categories, frequencies tabulated, and relationships analyzed, yielding quantitative reports of results. Many qualitative studies using observational techniques are case studies, and many in educational technology have involved the use of computers in schools. One such study was conducted by Dana (1994), who investigated how the pedagogical beliefs of one first-grade teacher related to her classroom curriculum and teaching practices. The teacher was an experienced and creative computer user who modeled the use of computers for her peers. Many hours of interviews and observations of the classes were made. Classroom videotapes were coded by outside reviewers who were trained to identify examples of the teacher's beliefs, exemplified in classroom practice. Her study provided insights into the methodology and teaching and learning in a computer-rich environment. She suggested changes that schools could make to encourage teachers to become better able to incorporate technology into their classrooms.

Interviews

In contrast with the relatively noninteractive, nonparticipant observation methods described earlier, interviews represent a classic qualitative research method that is directly interactive (see 41.2.2). Interview techniques, too, vary in how they may be classified, and again, most vary in certain dimensions along continua, rather than being clearly dichotomous. For instance, Bernard (1988) describes interview techniques as being structured or unstructured to various degrees. He describes the most informal type of interviewing, followed by unstructured interviewing that has some focus. Next, Bernard mentions semi structured interviewing and finally structured interviews, typically involving what he calls an interview schedule, which others call interview protocols, that is, sets of questions, or scripts. Fontana and Frey (1994) expand this classification scheme by noting that interviews may be conducted individually or in groups. Again, exemplifying modern trends in qualitative research, these authors add that unstructured interviews now may include oral histories, and creative and postmodern interviewing, the latter of which may include use of visual media and polyphonic interviewing, that is, almost verbatim reporting of respondents' words, as well as gendered interviewing in response to feminist concerns. An interview is a form of conversation in which the purpose is for the researcher to gather data that address the study's goals and questions.

Denzin NK, Lincoln YS (eds.). Participant observations may choose to conduct a series of relatively unstructured interviews that seem more like conversations with the respondents. Bogdan and Biklen (1992) summarize these ideas:

Good interviews are those in which the subjects are at ease and talk freely about their points of view.... Good interviews produce rich data filled with words that reveal the respondents' perspectives (p. 97).

Document and Artifact Analysis

Beyond nonparticipant observation, many unobtrusive methods exist for collecting information about human behaviors. These fall roughly into the categories of document and artifact analyses, but overlap with other methods. For instance, the verbal or nonverbal behavior streams produced during videotaped observations may be subjected to intense microanalysis to answer an almost unlimited number of research questions.

Content analysis of prose in any form may also be considered to fall into this artifact-and-docurnent category of qualitative methodology. Pelto and Pelto (1978) refer to analysis of such cultural materials as folktales, myths, and other literature, although educational technologists would more likely analyze, for example, content presented in learning materials. More information about content analysis given by Manning and Cullum-Swan (1994).

Conclusion

Qualitative research has the advantage of studying a phenomenon in a holistic perspective. It is most suitable in the study of human behavior which is fluid, dynamic and situational. It utilizes flexible design. Purposive sampling is the dominant strategy in qualitative research. Thus the above discussed general methods can be used for studying a phenomenon in holistic perspective. Moreover, with increased diversification in the context of education, There is a need for adopting multi-method approach, involving both qualitative and quantitative paradigms to the methodology of educational studies.

References

Handbook of Qualitative Research. London: Sage Publications, 2000

Borg, W. R., & Gall, M. D. Educational research: An introduction

(5th ed.). New York: Longman,1989

Koul, Lokesh. Methodology of Educational research.Shimla: Vikas Publications,2010

  

VIRTUAL REALITY IN HIGHER EDUCATION

VIRTUAL REALITY IN HIGHER EDUCATION

Prepared by

 Sabarish P

(MSc Physics, MEd, NET) 

 

Contact: pklsabarish@gmail.com 

Virtual reality is a computer based technology which gives the illusion of being immersed in a three dimensional space with the ability to interact with this 3D space. There has been an increased interest in virtual reality which has led to some exciting new developments for society as a whole. VR has extremely wide application in higher education. VR can make the artificial as realistic as, and even more realistic than, the real. Display technology will continue to improve, so VR will become ever more realistic virtually. The recent technological developments in computer hardware and software now make it feasible to look at VR as an important teaching aid. The capabilities and possibilities for VR technology may open doors to new experiences in learning.VR sometimes can be even more powerful than the real world since it allows almost anybody to feel and sense the forbidden world.VR enables learners to view, touch, hear and interact with life like objects in real time. VR provides a firsthand approach to learning without the hazards of dealing with the real environment.VR can make the artificial as realistic as, and even more realistic than, the real.

VIRTUAL REALITY IN HIGHER EDUCATION

Introduction

Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organisation and techniques. There arrives a training technology that causes a realization that "this changes everything." Such a technology is virtual reality (VR). It has been stated that interaction in a virtual environment can be a valuable substitute for real experience(Chittaro & Ranon, 2007).VR is simply an illusory environment, engineered to give users the impression of being somewhere other than where they are. As you sit safely in your home, VR can transport you to a football game, a rock concert, a sub marine exploring the depths of the ocean, or a space station orbiting Jupiter.

What is Virtual Reality?

Virtual reality a term used to describe a 3D, computer generated environment which can be explored and interacted with by a person. That person becomes the part of the virtual world or is immersed within the environment and is able to manipulate objects or perform a series of actions.Virtual Reality is best described as an illusion of reality created by a computer system. A person enters a VR by putting on special glass and headphones attached to a computer system running the VR programme. These devices immerse the user with the sights and sounds of virtual world.

Features of Virtual Reality

1)VR allows the person to view 3D images 2) They change as the person moves around their environment which corresponds with the change in their field of vision. 3) Virtual environment is both realistic and enjoyable. 4) It provides appropriate responses. 5) It is a natural, free flowing form of interaction which will results in a memorable experience

Functions of Virtual Reality

1)To make learning fun and interesting. 2) To provide motivation.3) To retain the knowledge gained.4) To aware the performance of learners.5) To form the relationships with learners.6) To present content

Types of Virtual Reality Devices

Different types of virtual reality devices are mentioned below.

1.Head mounted displays are devices that typically look like a helmet, which have a small video screen placed at a short distance in front of eyes. 2.Gloves contain various types of sensors to allow a user to interact with the visual VR environment. The software co-ordinates the interaction of the gloved hand and visual display. Using it, a user can see objects in the virtual world and able to pick up object and place it somewhere else. 3.VR simulators are already being used in films and TV industry. It traces the body movements through small dots attached to the body suit at joint positions (wrists, ankles, elbows, face etc) of a student actor 4.Hap tics, the VR motion chair can be used with a joystick and a steering wheel and will work with any pc game. One who uses the motion chair, often have the feeling that he is in another world. 5.Video eye wares are fully adjustable, light weight and comfortable and it will also connect directly in to an iPod video.

Types of Virtual Reality Models

Actually there is numerous kind of virtual reality but most can be classified into one of the following three categories: Desktop VR, Video Mapping VR, and Immersive VR.

 Desktop VR: Desktop-based virtual reality involves displaying a 3-dimensional virtual world on a regular desktop display without use of any specialized movement-tracking equipment. It involves a traditional desktop set up in which the student explores a virtual environment using a computer, keyboard and mouse. Modern computer games are example for this type.

Video Mapping VR: It uses cameras to project an image of the user into the computer program, thus creating a 2D computer character. Although fully immersed in the environment, it is difficult to interact with the user’s surroundings.

 Immersive VR: It uses a HMD to project video directly in front of the user’s eyes, plays audio directly into the user’s ears, and can track the whereabouts of the user’s head. Then a data glove (or data suit) is used to track movements of the user’s body and then duplicate them in the virtual environment. When the user cannot distinguish between what is real and what is not, then immersive VR has succeeded.

Advantages of Virtual Reality

1).VR is more natural.2).Virtual Reality is a great social leveller; it may find a common ground across differences in age, culture, and linguistic orientation.3).People will be drawn together by similar interests instead of purely by geographic location. 4).VR is more effective and productive, and more enjoyable.5).VR provides a multi sensory experience.6).The VR world can also be used to ensure the physical safety

Applications in Higher Education

VR has extremely wide application in higher education, training and research. Flexibility provided by VR will be a major attraction to the educational community. It is easy to imagine a time when laboratories of chemistry, physics and engineering are replaced by a number of VR systems. The applications of VR includes architecture, sports, medicines, arts, entertainment and many areas of curriculum such as Maths, English, Science, History, Geography etc.

Conclusion

Education system has remarkable changes in recent years. Many reforms were sought, formulated, implemented, reviewed and deliberated upon. In future, it may be practical to use VR to safely fly a remote control aircraft into a hurricane or volcanic eruption to take scientific readings. It would also be applied to remote controlled submarines that explore the sea looking for oil and mineral resources or perhaps exploring other planets such as Mars & Titan. VR can’t substitute for real human contact. Nevertheless it may allow students to enjoy educational concepts in an interactive mode and may help them to move on to higher goals.

References

Nachimuthu , K. (2011). Virtual Reality Enhanced in Teacher Education. BRICS journal of Educational Research ,( 2011), 1(2),133-136.

Noushad Hussain. (2012) .Avatar: A New Web Based Virtual technology for Social Learning in Higher Education. University News, (2012), 50(11), 15 -23.

            Chittaro, L.,Ranon,R.(2007).Web 3D technologies in learning, education and training:Motivations, issues, opportunities. Computers & education journal,49(2),3-18.

BLENDED LEARNING- THE ESSENCE OF KNOWLEDGE SHARING

 

BLENDED LEARNING- THE ESSENCE OF KNOWLEDGE SHARING

Prepared by

Sabarish P

(MSc Physics, MEd, NET) 

 

Contact: pklsabarish@gmail.com 

ICT or Information and Communication Technology has pervaded the fields of education. ICT has become an integral part of today’s teaching-learning process. The students can do self learning using enormous potentials of internet and providing them with several on-line exercises. Educational institutes realized that different methods could work better under different situations among diverse type of students .This mixed approach of using other methods along with the conventional face-to-face method is blended learning. As a result, blended learning is the new trends in teaching-learning process. Blended learning is the convergence of one or more teaching methods or face-to-face (traditional teaching) and e-learning method to enhance learning experience by integrating advantages in two pedagogies. Blended Learning can be thought of as a pedagogical approach that combines the effectiveness and socialization opportunities of classroom with the technologically advanced active learning possibilities of the on-line environment. Blended learning should be approach not merely as a temporal construct, but rather as a fundamental redesign of the instructional model. This paper focuses the elements of blended learning and its advantages over on-learning environments. And also describes the levels in which the blended learning studies occur and pointing out the characteristics of effectiveness of blended learning system in teaching learning process. 

Blended learning

This is a mix of the traditional face-to-face teaching approach and the self-directed online approach.

Introduction

In recent years the term “e-Learning “has emerged as a result of the integration of ICT in educational field. As a result the system of online learning has been largely used in higher education. Learning environment presents some disadvantages such as inhibiting the socialization process of individual resulting in lack of face-to-face communications: a new environment has surfaced. This new environment is termed as Blended Learning, hybrid or mixed learning. As per the words of Graham (2005)”Blended learning is a blending of different learning method, techniques and resources and applying them in an interactively meaningful learning environment. Learners should have easy access to different learning resources in order to apply the knowledge and skills they learn under the supervision and support of teacher inside and outside the classroom. This approach will combine face to face instruction with computer-mediated instruction. It also applies science or IT activities with the assistance of innovative educational technologies using computer, cellular or I phones, sky TV channels and other electronic media .Poornima (2002) has defined Blended Learning as “The term Blended Learning is used to describe a solution that combines several different delivery methods such as collaboration software, Web-Based courses, and EPSS and knowledge management practices. Blended learning also used to describe learning that mixes various events-based activities, including face-to-face classrooms, live e-learning and self-paced instruction”.

What is Blended Learning?

The integration of face-to-face and on-line learning to help enhance the classroom experience and extent learning through the innovative use of information and communication technology. Blended strategies enhance student engagement and learning through on-line activities in the course to the curriculum, and include effectiveness and efficiencies by reducing lecture time.

Ingredients of Blended Learning

Live events: Synchronous, teachers-led learning environment in which all learners participated at the same time .It can be in real classroom or can be virtual.

Self-paced learning: Recorded live events, internet-based or CD-ROM based, which help the learners to learn at his own pace.

Collaboration: It implies a more dynamic communication and interaction among many learners that beings about knowledge sharing.

Assessment: It is both live and on-line measure of learner’s knowledge to determine prior knowledge as well as to measure learning transfer.

Performance support: There are reference materials that enhance learning retention and transfer. It may be printable references, downloaded multimedia learning objects, documentation etc.

Elements of Blended Learning

As per learners demand and expected learning outcomes the Blended Learning experience is designed by the experts.Bersin and associates (2004) have identified the following elements related to Blended learning: Instructor-led lecture/training , Webinars , Web-based Courseware , Simulations , CD-ROM based Courseware , Rapid e-learning , Courseware , Internet delivered videos , Electronic performance supporting system , Off-line videos , Video conference , Collaboration system (chat room, discussion board) , Conference calls , Job aids ,Web books , Books , On the job exercise.

Blending at different levels

Blended learning environment differ from place to place there are some similarities among them. According to the handbook of Blended learning all blended learning studies occur at any one of the following levels which are the Activity-Level, Course-level, Program-level and institutional- level.

Activity-Level Blending: Blended at activity level occurs when a learning activity contains both face-to-face and computed assisted components like interactive white boards.

Course-level blending: It involves a combination of distinct face-to-face and computer assisted activities use as part of a course.

Program-level blending: Blending at program-level often entails one of two models: a model in which the participants choose a mix between face-to-face courses and on-line courses or one in which the combination between the two is prescribed by the program.

Institutional-level blending: Some institutions have made an organizational commitment to blending face-to-face and computer assisted instructions.

Blended learning system is effective in the teaching-learning process for the following characteristics: 1) Pedagogical richness 2) Access to knowledge 3) Social interaction 4) Personal agencies 5) Cost-effectiveness 6) Ease of revision.

Advantages of blended learning over on-line learning environments

Increased communication , Engagement of face-to-face communication , Sense of community, Improved academic performance , Collaborative tasks , Adequate feedback , Active participation , Providing help , Fun and practical manner of teaching and learning etc.

Conclusion

Blended learning refers to the combination of two or more instructional methods. The aim of blended learning is to combine the advantages of face-to-face classroom learning with the advantages of e-learning to enhance the overall learning environment. The key aspect of the successful blended learning approaches is to evaluate what aspects of a course of study are better-suited using internet technologies.

REFERENCES:

1. Deepak Halam. (2005).Blended learning Journal of Educational Technology,2(1)

2. Nageswara Rao. (2006).Effectiveness of Blended Learning Journal of Educational Technology,3(3)

3. Augustus Richard,J, Muthaiah N, and Helen Bond. (2012). Can Blended Learning Enhance Teaching Skills? University News, 50(11), 1-6.

4. Mohana Sundaram, K & Sivasankar, A. (2010). Blended Learning: A New Horizon University News, 48(03),1-4.

5. Indrajeet Dutta, & Neeti Dutta. (2012). Blended Learning A Pedagogical Approach to Teach in Smart Classrooms. Edutracks, 11(10), 6-10.