Generalization in Qualitative Research

Payne, Geoff; Williams, Malcolm

doi:10.1177/0038038505050540

Cited by 313 publications

(207 citation statements)

References 25 publications

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“…My aim is, however, to make a theoretical argument regarding the role of the neighbourhood in the formation of personal networks and to identify the various elements that may mediate whether neighbourhood composition matters for people's networks. Other studies may find similar patterns and tendencies although the empirical details may be different (moderatum generalization, Payne and Williams 2005). I use my data to show how the neighbourhood matters for network formation and thus aim to demonstrate the validity of my theoretical argument.…”

Section: Methodsmentioning

confidence: 83%

Does living in a poor neighbourhood result in network poverty? A study on local networks, locality-based relationships and neighbourhood settings

Eijk

2010

J Hous and the Built Environ

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This paper examines whether and how living in a poor neighbourhood results in ''network poverty''. Through a detailed analysis of the formation of personal networks of people living in a poor neighbourhood and those living in an affluent neighbourhood in Rotterdam, I examine the role of the neighbourhood in the formation of personal networks. I address three issues. First, whether resource-poor people who live in a poor neighbourhood form relationships with fellow-residents to compensate for their otherwise small network. I find that they do not and that their small network is primarily caused by non-participation in settings such as study, work, leisure and associations. Second, I distinguish locally maintained relationships that have originated in other settings from locality-based relationships that originated in the neighbourhood. The study shows that high network localness is more a matter of maintaining relationships in the neighbourhood than forming many new locality-based relationships with fellow-residents. Third, I examine how the neighbourhood facilitates relationship formation and conclude that this happens not in ''the neighbourhood'' but in neighbourhood settings, which attract a particular segment of a neighbourhood population. I conclude that the problem of network poverty is not in the first place spatial but rather lies in lack of participation in certain settings. Furthermore, social mixing policies can only be successful if they are accompanied by initiatives to draw a mixed population to neighbourhood settings and facilitate routine encounters between resource-rich and resource-poor people.

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Section: Methodsmentioning

confidence: 83%

Does living in a poor neighbourhood result in network poverty? A study on local networks, locality-based relationships and neighbourhood settings

Eijk

2010

J Hous and the Built Environ

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“…Finally, scholars who engage in investigations related to the above questions need to address: How can both course and program level design lessons that are discovered through developmental research and self-studies be shared as design knowledge based on precedents? Through these types of scholarly work the online research and practitioner community will be able to refer to moderatum generalizations (Payne & Williams, 2005) about online learning environments while continuing to design, develop, and implement online learning courses, programs, and research.…”

Section: Implications For Studying Online Learning Environmentsmentioning

confidence: 99%

“…Findings from this type of work generates moderatum generalizations that are moderate in scope and are open to change, but are testable for future confirmation or refutation when new evidence is uncovered (Payne & Williams, 2005). As an instructional designer the moderatum generalizations that I am able to offer to the scholarly community are design lessons related to designing, developing, and implementing online courses and how those lessons apply to future course and program designs.…”

mentioning

confidence: 94%

Blending online asynchronous and synchronous learning

Yamagata-Lynch

2014

IRRODL

181

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In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning.Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

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“…The claims of this study are moderatum generalisations (Payne & Williams, 2005) and do not attempt to offer a comprehensive and definitive explanation of the phenomena studied. However, a start has been made to underpin further and more conclusive research on the subject of the shift from problem solving to systems thinking in services design.…”

Section: Theme 4 -Problem Solving and Systems Thinkingmentioning

confidence: 82%