Quick Blog post today about technology in the classroom. Technology when scaffolded into a classroom environment can provide an immense amount of value in helping students to learn but to also engage. Over my 15 years in higher education I have seen many technologies which have bought an innovative slant to the teaching and learning process. One of the best ones I have used is a little known tool called Socrative.
What should publishers know about researchers and their work? Alice Meadows and Karin Wulf follow up a post earlier this year about “Seven Things Every Researcher Should Know about Scholarly Publishing.”
It never ceases to amaze me how often students underestimate the importance of a good, solid discussion/conclusion chapter. As part of your dissertation or PhD the final chapter is worth its weight in gold, it brings together all the disparate elements of your thesis, allowing the researcher to finish with a flourish!
This blog post attempts to answer one of the fundamental questions of any research project, and one that confuses many a researcher, what is sampling? Why is it important for this research study? First let us be clear the first step within the realm of any social enquiry includes making decisions, which allows for the design and selection of a research sample that matches the focus of this study.
If you are more interested in finding out how many people you should interview, then click here, otherwise continue reading.
So the thing is, I needed to just get me some of that there data stuff, start rolling with it and see where it wanted to take me. This is the brief, superficial yet utterly compelling story of what…
Source: Getting down and dirty…
Recently I attended the Chartered Association of Business Schools (CABS) latest conference on the Learning, Teaching & Student Experience. I managed to get the chance to listen to some excellent keynotes on creativity, passion and learning styles, alongside some thought provoking sessions on student epistemologies, blended learning and the flipped classroom. The conference also gave me the chance to deliver my latest paper, which talks about academic Marginalisation and increasing Marketisation of higher education. This was all underpinned by a very supportive twitter back channel #LTSE2016.
Finding an analytical mechanism that can be employed to analyse Qualitative research is a road filled with laughter, tears, pain and in some cases misery. With so many differing approaches to choose from it can be a difficult decision to decide on what you feel is a suitable mechanism to help you analyse those interviews, documents and memos, which you have so meticulously collected over the lifetime of your research. Hence today I want to talk about what is a relatively new method of Qualitative Data Analysis called Template analysis (I say new but it is about 15 years old, so still a teenager!). I will discuss this as a viable alternative to IPA (Interpretative Phenomenological analysis).
Some good advice here. New researchers especially can lose focus.
Dissertation examiners always check the methods chapter or methodological writings carefully. And the more the doctorate is seen as research training, the more important it will be for examiners to make sure that the relevant writings in the thesis really do indicate that the researcher can do the technical stuff properly. So here’s my list of what I look for in methods chapters and/or methodological writings, and what I’ve seen other examiners look for. To know the worst is to be better prepared. Well, that’s the goal.
1. The researcher does not know the difference between methodology and methods.
2. The researcher has written a long essay about epistemology and ontology. They have named their own stance but have failed to develop what it means for their subsequent choices of methodology and research design.
3. The methodology does not fit with the theoretical framework and/or the research tradition of…
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The collection of data is often a complex affair which really tests the mettle of any budding researcher. There are various mechanisms which help the researcher in collecting data in a comprehensive and logical manner. One of the most popular methods of data collection within a qualitative environment is the Interview. However many qualitative researchers would argue that this is not enough, to much data gets lost!
In this blog post I want to take some time looking at the different types of interviews for collecting data. Every qualitative researcher will at one time or another need to conduct research where they need to interview their research participant(s). In the view of the research (Burnard, Gill, Stewart, Treasure, & Chadwick, 2008; Gill, Stewart, Treasure, & Chadwick, 2008; Morse & Corbin, 2003) there are three fundamental types of research interviews, these are:
Each of these have a slight variation in their structure and more importantly conduct. Morse & Corbin (2003) discus this in more detail and note that the main difference between the three approaches is “The degree to which participants have control over the process and content of the interview”.