Abstract
Over the past 30 years, qualitative research has emerged as a widely accepted alternative to the quantitative paradigm for performing research in educational communications and technology. As the new paradigm has evolved, it has spawned a variety of theoretical perspectives and methodological techniques that have both increased its potential contributions and engendered confusion about how to work effectively within its scope. This paper reviews the criteria and procedures for designing and implementing basic qualitative studies that are credible, meaningful, and useful. It discusses the reasons for using a qualitative approach, how to frame qualitative research questions appropriately, considerations in choosing and applying data-collection techniques appropriately, techniques for analyzing qualitative data systematically and effectively, and ways to present credible results and draw valid conclusions from qualitative data. Following a few basic principles related to each of these topics can help new researchers in particular begin to become adept users of the basic methods and techniques of the qualitative paradigm. Following up on the paper’s discussion of data-analytic tools and suggestions for additional reading can help both new and experienced researchers expand their knowledge of this important research tradition and become fluent in using it to gain a deep and detailed understanding of how to design and use technologies to support learning.
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Neuman, D. Qualitative research in educational communications and technology: a brief introduction to principles and procedures. J Comput High Educ 26, 69–86 (2014). https://doi.org/10.1007/s12528-014-9078-x
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DOI: https://doi.org/10.1007/s12528-014-9078-x