Digital Tools for Qualitative
                    Research

Paulus, Trena M.; Lester, Jessica Nina; Dempster, Paul

doi:10.4135/9781473957671

Cited by 124 publications

(95 citation statements)

References 12 publications

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“…Transcripts were typed verbatim, proof read and corrected, while notes and comments were collected and made into gisted memos (Dempster and Woods 2011;Evers 2011;Paulus, Lester, and Dempster 2013). In order to ensure validity, at least three members of the research team read all the data and contributed to the production of themes for the analysis using an agreed framework (Dempster, Woods, and Wright 2013).…”

Section: Methodsmentioning

confidence: 99%

How should we evaluate the impacts of policy? The case of Payment by Results and the 18 Week Patient Pathway in English hospitals

et al. 2014

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Section: Methodsmentioning

confidence: 99%

How should we evaluate the impacts of policy? The case of Payment by Results and the 18 Week Patient Pathway in English hospitals

et al. 2014

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“…Indeed, the production of some forms of transcript (e.g. Jeffersonian) are considered to require several cycles of engagement with the raw audio data in order to capture the range of information required in the transcription (Paulus et al, 2013). One might argue that the editing of a first version automated transcript, produced using auto-captioning tools, would be analogous to the review that would normally be carried out on externally produced transcripts, and that even for smaller scale research projects the benefits of time saved in transcribing might be usefully invested in such a review process.…”

Section: Saving Time In the Research Processmentioning

confidence: 99%

“…Given this trade-off, perhaps the automated transcription of audio can assist as a first or early step in the process, providing a sufficiently 'good enough' first version. The use of such automated services could serve as a useful 'first draft' transcription of audio data that would then form the foundation for what Paulus et al (2013) refer to as 'cycles' or 'rounds' of transcription, which usually require the transcriber to engage with the audio recording on multiple occasions in order to capture all the required elements from the raw data (pp. 96-97).…”

Section: Transcribing Interviewsmentioning

confidence: 99%

“…There are various types of transcript of audio recordings for research purposes, depending on the degree of detail required in the transcription process, from capturing additional information such as pauses and intonation, through to the production of condensed or essence transcripts where some of the information captured in the raw audio recording is deliberately omitted from the transcript. Regardless of the type of transcript required, it is commonly accepted that the process of transcription is likely to require multiple rounds of engagement with the audio file (Paulus et al, 2013). We posit therefore that the generation of transcripts, utilising technology such as automated speech recognition (ASR) tools embedded in web-based auto-captioning services, could provide a useful first draft for use in later cycles of the process of transcription, provided that the quality of the automated transcript is sufficient to serve as a foundation for further editing, addition and improvement.…”

Section: Introductionmentioning

confidence: 99%

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Automated generation of ‘good enough’ transcripts as a first step to transcription of audio-recorded data

Bokhove

Downey

2018

Methodological Innovations

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In the last decade, automated captioning services have appeared in mainstream technology use. Until now, the focus of these services have been on the technical aspects, supporting pupils with special educational needs and supporting teaching and learning of second language students. Only limited explorations have been attempted regarding its use for research purposes: transcription of audio recordings. This article presents a proof-of-concept exploration utilising three examples of automated transcription of audio recordings from different contexts; an interview, a public hearing and a classroom setting, and compares them against 'manual' transcription techniques in each case. It begins with an overview of literature on automated captioning and the use of voice recognition tools for the purposes of transcription. An account is provided of the specific processes and tools used for the generation of the automated captions followed by some basic processing of the captions to produce automated transcripts. Originality checking software was used to determine a percentage match between the automated transcript and a manual version as a basic measure of the potential usability of each of the automated transcripts. Some analysis of the more common and persistent mismatches observed between automated and manual transcripts is provided, revealing that the majority of mismatches would be easily identified and rectified in a review and edit of the automated transcript. Finally, some of the challenges and limitations of the approach are considered. These limitations notwithstanding, we conclude that this form of automated transcription provides 'good enough' transcription for first versions of transcripts. The time and cost advantages of this could be considerable, even for the production of summary or gisted transcripts.

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“…The computer assisted qualitative data analysis software package NVivo 10 (Paulus et al 2014) was used to store the standards documents, perform word frequency searches, code the standards against the predetermined codes of human elements and paradigmatic knowledge and check for inter-coder reliability.…”

Section: Data Translation and Phases Of Analysismentioning

confidence: 99%

Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers

2018

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Teacher standards are used in many countries, but it has been argued that there is a disconnection between the standards and teachers' everyday practices. Mega-narratives about teachers' practices have been recognised as powerful for educational change and when implementing and legitimising standards. In this comparative study, the standards for newly qualified teachers in Australia, Scotland and Sweden are analysed in order to determine the extent to which they contain human elements, here framed as contextual professionalism, and/or paradigmatic knowledge (Olson and Craig in Teach Coll Rec 111(2):547-572, 2009a). This comparison facilitates an exploration of how teachers' work is envisaged in the respective countries and what is expected or required from newly qualified teachers. The results indicate that the Australian and Scottish standards emphasise paradigmatic knowledge in teaching, whereas the now abandoned Swedish standards emphasise contextual professionalism in teaching.

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Digital Tools for Qualitative Research

Cited by 124 publications

References 12 publications

How should we evaluate the impacts of policy? The case of Payment by Results and the 18 Week Patient Pathway in English hospitals

How should we evaluate the impacts of policy? The case of Payment by Results and the 18 Week Patient Pathway in English hospitals

Automated generation of ‘good enough’ transcripts as a first step to transcription of audio-recorded data

Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers

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