Open science research and qualitative methods – a five level reflection

Steinhardt, Isabel

doi:10.21240/mpaed/32/2018.10.28.x

Cited by 9 publications

(6 citation statements)

References 23 publications

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“…Open digital research practices are not yet widespread, particularly in qualitative research (Steinhardt 2018). Therefore, the aim of this article is to use a seminar example to explore which OS practices can be taught in qualitative research and how digital tools can be involved.…”

Section: Introductionmentioning

confidence: 99%

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

Steinhardt¹

2020

EFI

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Openness in science and education is increasing in importance within the digital knowledge society.So far, less attention has been paid to teaching Open Science in bachelor's degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool "Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about "Use of digital technologies for the study and habitus of students". The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.

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Section: Introductionmentioning

confidence: 99%

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

Steinhardt¹

2020

EFI

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“…The missing knowledge relates to the practices of data collection: For interviews and observations, subjects must give their consent to data collection and processing. For qualitative research in Germany, it is established practice to obtain consent only for one's own research project, but not for the subsequent use of the data (Steinhardt 2018). One reason for this is the assumption, which has not been investigated so far, that consent is more likely to be refused when participants are asked for subsequent use of their data.…”

Section: Uncertainties and Missing Knowledgementioning

confidence: 99%

The connection of open science practices and the methodological approach of researchers

et al. 2022

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The Open Science movement is gaining tremendous popularity and tries to initiate changes in science, for example the sharing and reuse of data. The new requirements that come with Open Science poses researchers with several challenges. While most of these challenges have already been addressed in several studies, little attention has been paid so far to the underlying Open Science practices (OSP). An exploratory study was conducted focusing on the OSP relating to sharing and using data. 13 researchers from the Weizenbaum Institute were interviewed. The Weizenbaum Institute is an interdisciplinary research institute in Germany that was founded in 2017. To reconstruct OSP a grounded theory methodology (Strauss in Qualitative Analysis for Social Scientists, Cambridge University Press, Cambridge, 1987) was used and classified OSP into open production, open distribution and open consumption (Smith in Openness as social praxis. First Monday, 2017). The research shows that apart from the disciplinary background and research environment, the methodological approach and the type of research data play a major role in the context of OSP. The interviewees’ self-attributions related to the types of data they work with: qualitative, quantitative, social media and source code. With regard to the methodological approach and type of data, it was uncovered that uncertainties and missing knowledge, data protection, competitive disadvantages, vulnerability and costs are the main reasons for the lack of openness. The analyses further revealed that knowledge and established data infrastructures as well as competitive advantages act as drivers for openness. Because of the link between research data and OSP, the authors of this paper argue that in order to promote OSP, the methodological approach and the type of research data must also be considered.

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“…3 The technical framework and the usage of semantic web technologies for qualitative research are described in detail in the paper of Veja et al (2017). The research environment was published as an open software and is re-used in the project "Collaborative Online Interpretation", funded by a Wikimedia research program (Steinhardt, 2018).…”

Section: Design Of the Research Environment For Open Analysismentioning

confidence: 99%

“…Triggering the qualitative research process, we designed a digital research environment to apply the qualitative research method of objective hermeneutics (Steinhardt, 2018;Veja et al, 2017;Schindler et al, 2017). Objective hermeneutics implies collaborative group interpretations and is taught in several university courses in Germany.…”

Section: Introductionmentioning

confidence: 99%

Collaborative open analysis in a qualitative research environment

Schindler

Veja

Hocker

et al. 2020

EFI

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One goal of open science is making research processes like analysis more open and traceable. To contribute to this aim, we designed an open digital research environment based on Semantic MediaWiki technology to be used for the qualitative collaborative analysis method of objective hermeneutics. The environment was used in university seminars in which students learned the analysis method in a research-based learning setting. This article examines added values of open analysis in learning and teaching of qualitative research methods. It outlines the potentials of the environment like guiding students through digital structures, and retracing the collaborative interpretation processes, but as well discusses the pedagogical boundaries of open online collaborative work.

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Open science research and qualitative methods – a five level reflection

Cited by 9 publications

References 23 publications

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

The connection of open science practices and the methodological approach of researchers

Collaborative open analysis in a qualitative research environment

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