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Qualitative Data Collection in an Era of Social Distancing
Qualitative researchers face unique opportunities and challenges as a result of the disruption of COVID-19. Although the pandemic represents a unique opportunity to study the crisis itself, social distancing mandates are restricting traditional face-to-face investigations of all kinds. In this article, we describe options and resources for researchers who find themselves needing to alter their study designs from face-to-face qualitative data collection to a “socially distant” method. Although technologies are constantly changing, we review the latest videoconferencing services available to researchers and provide guidance on what services might best suit a project’s needs. We describe options for various platforms and applications including information about enhanced security applications for researchers collecting sensitive patient health information. Concerns about these technologies including security of the platform and logistical needs such as computer equipment are also discussed. Special attention is given to ethical issues when transitioning research efforts to online venues.
Journal Article
Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis
Though there is no standard model or practice for what decolonizing research methodology looks like, there are ongoing scholarly conversations about theoretical foundations, principal components, and practical applications. However, as qualitative researchers, we think it is important to provide tangible ways to incorporate decolonial learning into our research methodology and overall practice. In this paper, we draw on theories of decolonization and exemplars from the literature to propose four practices that can be used by qualitative researchers: (1) exercising critical reflexivity, (2) reciprocity and respect for self-determination, (3) embracing “Other(ed)” ways of knowing, and (4) embodying a transformative praxis. At this moment of our historical trajectory, it is a moral imperative to embrace decolonizing approaches when working with populations oppressed by colonial legacies.
Journal Article
Narrative constellations : exploring lived experience in education
Narrative research in contemporary times can free social scientists from the rhetorical forms (Emihovich, 1995) that alienate children and families from their own traditions. Through the use of narrative we are able to recognise the power of subjectivity in allowing open dialogue and co-construction of meaning. Becoming comfortable with narrative research also means accepting ideas that the world has no fixed rules for assigning behaviour (Emihovich, 1995). This means that open dialogue is required to build consensus around shared meaning and to ensure the inclusion of multiple voices. The book begins with a theoretical overview of narrative genre before focusing on narrative constellations. Three constellations are then shared with the reader. The final chapter provides ideas about the future of narrative constellation in research and the impact constellations can have for future policy and practice. It is hoped that the reader develops a better understanding of narrative ways and begins to see the potential of narrative constellations in the research genre. Dr Susanne Garvis is a professor of child and youth studies at the University of Gothenburg, Sweden. She has previously worked in Australian universities and is an adjunct academic with Griffith University, Australia. Professor Garvis has experience with narrative approaches in early childhood education and care. She has researched the lives of teachers, families and children. She is particularly interested in representations of lived experience and the power of stories in research.
Book
Integrating augmented reality into inquiry-based learning approach in primary science classrooms
Notwithstanding the advantages of incorporating Augmented Reality (AR) in education, AR’s concrete uses as compared to other technologies are not fully recognised. Moreover, many of the existing studies have neglected to examine the impact of pedagogy and its corresponding instructional models, whilst implementing AR in teaching and learning. In leveraging the affordances of AR, an inquiry-based learning framework, referred to as QIMS, was proposed in this study. A learning package was developed on the topic of plant reproduction for primary 5 students (aged 11–12) based on the QIMS framework. Using a quasi-experimental approach, this study evaluated three conditions (AR and QIMS; QIMS; Non-AR and Non-QIMS) for a series of science lessons in a primary school. 117 students took part in this study. The quantitative results showed that although there was no statistically significant difference in students’ academic performance when AR was used, students’ self-directed learning and creative thinking skills increased significantly after partaking in the QIMS inquiry-based lessons. The usage of AR and QIMS had a significant effect in increasing students’ critical thinking and knowledge creation efficacy skills. Moreover, in view of students’ academic outcomes, the integration of QIMS and AR proved to be more beneficial to low-progress students. Qualitative analysis of the interview data from teachers and students aids in accounting for the quantitative results and indicate productive implementation strategies. The findings of this study will guide the design of future AR interventions, by providing insights for both researchers and practitioners on how to integrate and implement AR with pedagogical approaches.
Journal Article
Using narrative inquiry as a research method : an introduction to critical event narrative analysis in research, teaching and professional practice
\"This fully updated new edition provides the reader with the ideal introduction to narrative inquiry. Guiding the reader through a full and accessible description of the theory as well as how to begin using the narrative inquiry method, it presents a selection of case studies of research on quality in higher education, internationalisation and quality in cross-cultural contexts. Providing a rich framework through which researchers can investigate the ways humans experience the world depicted through their stories, this book is the ideal introduction to anyone looking to learn more about the theory as well as how to undertake research using narrative inquiry\"-- Provided by publisher.
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