Improving outcomes with Qualitative Data Analysis Software: A reflective journey

Oswald, Austin

doi:10.1177/1473325017744860

Cited by 26 publications

(18 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This type of analysis is commonly used when analyzing qualitative data [62]. This software is used in qualitative research for its ability to synthesize, sort, and organize information collected with selected instruments and to present research results [63]. The program organizes and examines information by means of categories formed by a system of codes.…”

Section: Instrument Used To Analyze Students' Primary Reflections On mentioning

confidence: 99%

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

2019

View full text Add to dashboard Cite

The objective of higher education institutions is to integrate reflective learning that contributes to the development of a greater awareness among individuals of the importance of facing the 21st century’s sustainability challenges. This paper analyzes the impact of an extracurricular volunteer activity in Tangier, Morocco in the development of student reflection at a Spanish university. To this end, two objectives were proposed: (1) to explore the students’ primary reflections of the experience, and (2) analyze the students’ perceptions of the importance of participating in the experience in order to develop reflective learning. In the study, in-depth interviews were conducted with 23 students who participated in the volunteer activity. Data analysis was carried out using Iramuteq software to conduct a descending hierarchical classification (DHC), and MAXQDA software to conduct a constant comparison analysis. This research highlights the value of voluntary extracurricular activities in the development of reflections that guide change in the beliefs, attitudes, and daily behaviors of students that ultimately result in sustainability. Due to this, not only is it considered essential that students participate in social projects, but also that they undertake these projects with peers and instructors who can create environments of support and trust.

show abstract

Section: Instrument Used To Analyze Students' Primary Reflections On mentioning

confidence: 99%

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

2019

View full text Add to dashboard Cite

show abstract

“…However, references to specific CAQDAS techniques within the methods sections of organization and management journals’ articles remain scarce despite both classic and recent publications articulating CAQDAS’s utility (e.g., Bazeley & Jackson, 2013; Boyatzis, 1998; Gibbs, 2013; Saldaña, 2009; Silver & Lewins, 2014; Weber, 1990), articles and chapters explaining in depth CAQDAS’s use in a project (e.g., Bernstein, 2012; Bringer, Johnston, & Brackenridge, 2006; Geisler, 2018; Oswald, 2019; Sinkovics & Alfoldi, 2012), and the software’s widespread availability. This lack of discussion in methodology sections may be because researchers using CAQDAS are unsure of how to describe techniques concisely and clearly or because researchers are unaware of CAQDAS techniques’ potential to enhance data analysis.…”

Section: Introductionmentioning

confidence: 99%

Building Transparency and Trustworthiness in Inductive Research Through Computer-Aided Qualitative Data Analysis Software

O’Kane

Smith

Lerman

2019

Organizational Research Methods

106

View full text Add to dashboard Cite

Many scholars have called for qualitative research to demonstrate transparency and trustworthiness in the data analysis process. Yet these processes, particularly within inductive research, often remain shrouded in mystery. We suggest that computer-aided/assisted qualitative data analysis software (CAQDAS) can support qualitative researchers in their efforts to present their analysis and findings in a transparent way, thus enhancing trustworthiness. To this end, we propose, describe, and illustrate working examples of six CAQDAS building blocks, three combined CAQDAS techniques, and two coder consistency checks. We argue that these techniques give researchers the language to write about their methods and findings in a transparent manner and that their appropriate use enhances a research project’s trustworthiness. Specific CAQDAS techniques are rarely discussed across an array of inductive research processes. Thus, we see this article as the beginning of a conversation about the utility of CAQDAS to support inductive qualitative research.

show abstract

“…All data produced within the eight different study arrangements were analyzed using the tool MAXQDA, which supports data analysis with mixed methods (Kuckartz, 2010) and creates an opportunity to work systematically with qualitative data (Oswald, 2019). In the first coding phase, all data were analyzed qualitatively through an inductive bottom-up approach to content analysis, and the accomplished Play the robot-augmented game in the role of teacher with a child and a peer A video-recorded workshop where a teacher played the robot-augmented digital game in an authentic setting thematization was inspired by Braun and Clarke (2006).…”

Section: Discussionmentioning

confidence: 99%

The dual role of humanoid robots in education: As didactic tools and social actors

Ekström

Pareto

2022

Educ Inf Technol

View full text Add to dashboard Cite

The idea of using social robots for teaching and learning has become increasingly prevalent and robots are assigned various roles in different educational settings. However, there are still few authentic studies conducted over time. Our study explores teachers' perceptions of a learning activity in which a child plays a digital mathematics game together with a humanoid robot. The activity is based on the idea of learning-by-teaching where the robot is designed to act as a tutee while the child is assigned the role of a tutor. The question is how teachers perceive and talk about the robot in this collaborative child-robot learning activity? The study is based on data produced during a 2-years long co-design process involving teachers and students. Initially, the teachers reflected on the general concept of the learning activity, later in the process they participated in authentic game-play sessions in a classroom. All teachers' statements were transcribed and thematically coded, then categorized into two different perspectives on the robot: as a social actor or didactic tool. Activity theory was used as an analytical lens to analyze these different views. Findings show that the teachers discussed the activity’s purpose, relation to curriculum, child-robot collaboration, and social norms. The study shows that teachers had, and frequently switched between, both robot-perspectives during all topics, and their perception changed during the process. The dual perspectives contribute to the understanding of social robots for teaching and learning, and to future development of educational robot design.

show abstract

Improving outcomes with Qualitative Data Analysis Software: A reflective journey

Cited by 26 publications

References 11 publications

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

Building Transparency and Trustworthiness in Inductive Research Through Computer-Aided Qualitative Data Analysis Software

The dual role of humanoid robots in education: As didactic tools and social actors

Contact Info

Product

Resources

About