1. QUALI Spring
2013
Jari
Laru
”Qualita7ve
analysts
do
not
believe
that
there
is
a
single
truth”
(Newby,
2012)
Understanding
research
process..

2. Data
collec7on
and
Three
major
paradigms
Course
context
Quan7ta7ve
research
analysis
Qualita7ve
research
Quan7ta7ve
<
Mixed
methods
Qualita7ve

3. Schedule
1.
Understanding
research
process
2.
Data
sampling
and
collec7on
3.
Data
analysis
and
triangula7on
4.
Qualita7ve
research
&
Online
environments
5.
Mixed
methods

4. Lectures
are
based
on
these
books
Lectures
I-­‐III
Lecture
IV
Lecture
V
Newby,
P.
(2010).
Research
Dicks,
B.
(2012).
Digital
Cresswell
&
Plano
Clark
(2011).
Methods
for
Educa7on.
qualita7ve
research
methods
Designing
and
Conduc7ng
Mixed
Methods
Research

5. Philosophy
Paradigm
Principles
Educa7on
theory
Research
Goals
and
process
Outcomes
Methodology
Methods
Research
Model
ques7on
Research
Research
agenda
problem
Influences
on
Research
Issue
the
research
process.
Adapted
from
Newby
(2012)
Research
methods
for
Research
educa7on
ques7on
Research
process:
Influences

6. Philosophy
Paradigm
Principles
Research
process
Methodology
Methods
Research
ques7on
PHILOSOPHY

7. Research
philosophy
(worldview)
1/3
• Research
as
an
ac7vity
has
developed
schools
of
prac7se,
each
with
its
own
philosophical
standpoint,
that
cross
subject
and
disciplinary
boundaries
which
can
influence:
– How
research
is
conducted
– What
is
researched
– How
evidence
is
interpreted

8. Research
philosophy
(worldview)
2/3
Basic
set
of
beliefs
or
assump7ons
that
guide
inquiries
(see
Guba
&
Lincoln,
2005)
Postposi9vist
Construc9vist
Par9cipatory
Pragma9c
worldview
worldview
worldview
worldview
Determina7on
Understanding
Poli7cal
Consequences
of
ac7ons
Reduc7onism
Mul7ple
Empowerement
Problem
centered
par7cipant
and
issue
oriented
meanings
Empirical
Social
and
Collabora7ve
Pluralis7c
observa7on
and
historical
measurement
construc7on
Theory
verifica7on
Theory
genera7on
Change
oriented
Real-­‐world
prac7se
oriented
Cresswell
&
Clark
(2011).
Designing
and
conduc7ng
mixed
methods
research

9. Research
philosophy
3/3
Element
Posi9vism
Construc9vism
Ontology
(what
is
the
nature
Singular
reality
(e.g.
Mul7ple
reali7es
(e.g.
of
reality)
Researchers
reject
or
fail
to
Researchers
provide
quotes
to
reject
hypotheses)
illustrate
different
perspec7ves
Epistemology
(what
is
Distance
and
impar7ality
(e.g.
Closeness
(e.g.
Researcher
rela9onship
between
researcher
objec7vely
collect
visit
par7cipants
at
their
sites
researcher
and
that
being
data
on
instruments)
to
collect
data)
researched)
Axiology
(what
is
the
role
of
Unbiased
(e.g.
Researchers
Biased
(e.g.
Reseachers
values)
use
checks
to
eliminate
bias)
ac7vely
talk
about
their
biases
and
interpreta7ons)
Methodology
(what
is
the
Deduc7ve
(e.g.
Researchers
Induc7ve
(e.g.
Researchers
process
of
research)
test
an
priori
theory)
start
with
par7cipants
views
and
build
”up”
to
pacerns,
theories,
and
generaliza7ons
Rhetoric
(what
is
the
Formal
style
(e.g.
Researchers
Informal
style
(e.g.,
language
of
research)
use
agreed-­‐on
defini7ons
of
researchers
write
in
literary,
variables
informal
style)

10. Philosophy
Paradigm
Principles
Research
process
Methodology
Methods
Research
ques7on
PARADIGM

11. Paradigm:
a
conceptual
Methodology:
a
system
model
underlying
the
of
methods
used
in
a
theories
and
prac7se
of
par7cular
field
a
scien7fic
subject

12. Data
collec7on
and
Three
major
paradigms
Course
context
Quan7ta7ve
research
analysis
Qualita7ve
research
Quan7ta7ve
<
Mixed
methods
Qualita7ve
Three
major
paradigms

13. Paradigm
characteris7cs
Quan9ta9ve
Qualita9ve
Mixed
methods
Truth
Single
Mul7ple
Either
single
or
mul7ple
truths
Approach
Deduc7ve
Induc7ve
Either
deduc7ve
or
induc7ve
or
both
Researcher
Neutral
Can
be
commiced
Either
neutral
or
commiced
or
both
Methods
Formal
procedures
Structured
Either
formal
or
procedures
plus
structured
or
both
insight
Data
Number
Any
informa7on
Any
informa7on
Research
methods
for
educaton
kirjasta..

14. Data
collec7on
and
Quan7ta7ve
research
analysis
Qualita7ve
research
Quan7ta7ve
Mixed
methods
Qualita7ve
THREE
MAJOR
PARADIGMS:
QUANTITATIVE
RESEARCH

15. QUANTITATIVE
RESEARCH
• Deal
with
cause
&
effect,
so
are
more
useful
resolving
ques9ons
regarding
outcomes
rather
than
processes
• Quan7ta7ve
approach
have
strict
procedures
• Many
of
the
sta7s7cal
techniques
place
great
requirements
on
the
way
in
which
data
is
collected
• Are
powerful,
rigorous
and
convincing
to
others
Three
major
paradigms

16. Data
collec7on
and
Quan7ta7ve
research
analysis
Qualita7ve
research
Quan7ta7ve
Mixed
methods
Qualita7ve
THREE
MAJOR
PARADIGMS:
QUALITATIVE
RESEARCH

17. Characteris7cs
of
qualita7ve
research
A
holis7c
A
and
naturalis7c
integra7ve
form
of
approach
enquiry
Not
one
The
place
reality
of
theory

18. A.
Holis7c
&
integra7ve
approach
• To
use
data
of
different
types
and
from
different
sources
and
combine
them
into
an
analysis
and
interpreta7on
of
a
situa7on

19. B.
Naturalis7c
form
of
enquiry
• Data
is
obtained
in
as
natural
segng
as
possible.
• The
principle
is
to
minimise
the
influence
of
an
unrealis7c
research
environment
(=
e.g.
Controlled
lab)
•
It
is
not,
however,
always
possible
to
sustain
a
pure
naturalis7c
approach.

20. ..Con7nued
(example)

21. Not
one
reality
Quan7ta7ve
assump7on:
there
is
a
single
truth
to
be
discovered,
either
a
Qualita7ve
assump7on:
factor
has
influence
or
There
is
no
single
ra7onality
not
that
determines
the
way
people
behave

22. The
place
of
theory:
conven7onal
explana7on
Deduc7on
Induc7on
Theory
tes7ng
Theory
building
Idea
or
theory
Observa7on
Hypothesis
Analysis
and
assesment
Evidence
Conjecture
and
hypothesis
Conclusion
Generalisa7on
or
theory
Quan7ta7ve
(conven7onal
explana7on)
Qualita7ve
(conven7onal
explana7on)

23. The
place
of
theory:
contemporary
view
• It
is
possible
for
qualita7ve
research
to
explore
theore7cal
statements
and
even
to
test
hypotheses,
although
procedures
are
different
• We
need
to
be
prepared
to
challenge
orthodoxy
and
conven9ons
if
research
problem
requires
it!

24. Contras7ng
hypotheses
Quan9ta9ve
Qualita9ve
The
level
of
mo7va7on
in
Group
The
level
of
mo7va7on
and
A
is
higher
than
in
Group
B
mo7va7onal
drivers
are
different
in
the
two
groups
Which
becomes
in
analysis:
There
is
(no)
significant
difference
in
the
levels
of
mo7va7on
in
the
two
groups

25. Data
collec7on
and
Quan7ta7ve
research
analysis
Qualita7ve
research
Quan7ta7ve
Mixed
methods
Qualita7ve
THREE
MAJOR
PARADIGMS:
MIXED
METHODS

26. Mixed
methods
• Collects
&
analyzes
persuasively
and
rigorously
both
qualita7ve
and
quan7ta7ve
data
(based
on
research
ques7ons)
• Mixes
(or
integrates
or
links)
the
two
forms
of
data
– concurrentely
by
combining
them
(or
merging
them)
– Sequen7ally
by
having
one
build
on
the
other,
– Embedding
one
within
the
other
• Gives
priority
to
one
or
both
forms
of
data
(in
terms
what
research
emphasizes)
• …
Cresswell
&
Piano
Clark
(2010).
Designing
and
conduc7ng
mixed
methods
research
(2nd.
Ed)

27. Philosophy
Paradigm
Principles
Research
process
Methodology
Methods
Research
ques7on
PRINCIPLES

28. Principle
1/7:
do
not
cheat
with
your
data
• ..Our
posi7on
with
respect
to
honesty
in
rela7on
to
the
data
we
collect
and
present
and
the
results
we
present..
• DO
not
”construct”
data
• DO
not
ignore
data
• BE
transparent
with
your
methods
of
data
collec7on,
analysis
and
interpreta7on
Research
process:
Principles

29. Principle
2/7:
other
stakeholders
..How
far
our
responsibility
1. ..confiden7ality
of
extends
to
others
that
we
people
who
give
us
involve
in
our
research?
sensi7ve
informa7on
2. ..ability
to
iden7fy
organisa7ons/people
from
data
Research
process:
Principles

30. Principle
3/7:
sharing
the
results
..to
share
the
1. Tell
organiza7on
/
par7cipants
what
you
benefits
of
research
have
found
in
your
with
whom?
research
2. Who
to
share
possible
bene7ls?
3. Who
has
rights
to
your
conclusions
&
paper
(supervisor
or
you?)
Research
process:
Principles

31. Principles
4-­‐5/7
• Principle
4
(voluntarity):
How
far
should
those
involved
with
in
our
research
to
be
free
to
whitdraw?
Should
they
know
that
they
are
par7cipa7ng?
(if
they
are
kids?
Adults?
• Principle
5:
(other
experts
[in
special
segngs])
do
you
allow
community
or
other
experts
to
say
what
should
be
researched
and
how
research
should
be
conducted?
Research
process:
Principles

32. Principle
6/7:
plagiarism
• Ethics
of
using
someone
else’s
work
without
acribu7on
• Plagiarism
is
becoming
a
significant
issue
in
research
• All
candidate
and
master
theses
will
be
screened
automa7cally
in
University
of
Oulu
Research
process:
Principles

33. Principle
7/7:
Other
(than
ethical)
standards
..to
consider
what
standards
we
want
to
represent
us..
• Presenta7on
• Wri7ng
• Grammar
• Referencing
• …
Research
process:
Principles

34. Philosophy
Paradigm
Principles
Research
process
Methodology
Methods
Research
ques7on
RESEARCH
PROCESS:
METHODOLOGIES
Research
process:
Methodologies

35. Ethnography
Case
study
Evalua9on
Ac9on
research
Dis7nc7viness
Researcher
focus
Learn
from
the
Ques7on
focus
Change
focus
par7cular
Purpose
Understand,
Explain,
explore,
Understand,
test
Change,
improve,
explain
describe
complicance,
build,
develop
improve,
inform
Researcher
Hidden
or
visible
External
analyst
Outside
the
Inside
the
status
par7cipant
process
but
may
process
and
the
be
internal
to
project
project
Methods
Observa7on,
Informa7on
Any
Reflec7on
conversa7ons
assembly,
interview
Limita7ons
and
• Influencing
• Gegng
at
the
• Not
detached
• Lack
of
rigour
issues
behaviour
truth
can
be
• Limited
• Not
detached
• Misinterpreta diffuclt
perspec7ves
• Group
7on
of
• Wrong
• Segng
decisions
evidence
interpreta7on
boundary
to
about
ac7ons
• Ethical
issues
• Can
it
be
study
can
be
• Not
detached
generalised
compromises
• Lack
of
generalisa7on
Research
process:
Methodologies

36. Philosophy
Paradigm
Principles
Research
Research
agenda
problem
Research
Research
process
Issue
Methodology
Methods
Research
Research
ques7on
ques7on
RESEARCH
PROCESS:
RESEARCH
QUESTIONS

37. Ques9on
Research
approach
What
is
happening
here?
Data
analysis.
Ethnographic.
Descrip7ve.
What
did
happen/has
happened
here
Case
study
What
will
happen
Causal
analysis.
Research
synthesis,
systema7c
review.
Descrip7ve
inference.
What
is
….?
Descrip7ve.
What
shoud
we
do?
Policy
analysis.
What
is
effect
of?
Evalua7on,
experimental
design.
Causal
analysis,
experimental
design.
What
is
the
cause
of?
Causal
analysis,
sta7s7cal
design.
Is
this
result
same
or
different?
Asssocia7on
analysis,
sta7s7cal
design.
Is
this
working?
Can
it
be
becer?
Ac7on
oriented:
ac7on
research,
apprecia7ve
enquiry.
Policy
analysis.
All
ques7ons
Mixed
design.
The
link
between
research
ques7on
and
research
approach.
In
Newby,
Peter
(2012).
Research
methods
for
educa7on

38. Educa7on
theory
Goals
and
Outcomes
Model
IDEAS
THAT
INFLUENCE
TO
GOALS
AND
OUTCOMES

39. Educa7on
theory
1/2
• Educa7on
theory
deals
with
subject
macer
of
educa7on
–
instruc7onal
design,
mo7va7on
etc.
• Theory
can
be
tested
and
it
aims
to
be
generalisable.
• It
draws
from
conjecture
about
what
might/should
be
the
case
or
from
evidence
drawn
from
the
real
world
Vital
role:
It
is
a
framework
for
advancing
our
understanding
of
the
subject

40. Vital
role:
It
is
a
framework
for
advancing
our
understanding
of
the
subject
Educa7on
theory
2/2
A. Theory
tes9ng
as
a
goal
1. Norma9ve
theory
– ..We
can
take
a
theory,
• how
thing
could
or
should
norma7ve
or
explanatory,
and
be
organized
or
what
goals
see
if
it
works
in
our
environment..
=>
thesis
work
should
be
achieved
– John
Dewey:
Learning
by
B. Theory
development
as
an
doing
outcome
– Maria
montessori..
- When
knowledge
is
generalisable
to
all
or
2. Explanatory
theory
par7cular
situa7ons
and
• Explains
how
things
work
predic7ons
can
be
made
– SRL,
Distributed
cogni7on,
with
some
of
degree
with
Collabora7ve
learning
etc..
certainty,
it
assumes
the
status
of
theory
=>
Scien7fic
research

41. Example
A:
my
own
PhD
research
Theory
tes7ng
as
a
goal

42. Example
B:
Prof.
Järvelä
Theory
development
as
an
outcome
Järvelä,
S.,
&
Hadwin,
A.
F.
(2013).
New
fron7ers:
Regula7ng
learning
in
CSCL.
Educa7onal
Psychologist,
48(1),
25-­‐39.

43. Models..
A.
Can
be
used
to
organize
our
understanding
of
previous
studies..
Can
be
employed
to
shape
and
represent
your
thoughts
without
reference
to
previous
studies
Can
be
a
tool
to
represent
your
research
findings

44. Some
models
from
my
master
thesis

45. Overview
of
my
doctoral
thesis

46. Model
of
distributed
cogni7ve
system
in
my
doctoral
thesis

47. Research
Research
agenda
problem
Research
Issue
Research
ques7on
RESEARCH
ISSUE:
INFLUENCES
ON
THE
SELECTION
OF
A
RESEARCH
ISSUE

48. Learning
from
a
research
agenda
Research
Research
agenda
problem
Helps
to
get
a
sense
Research
of
the
issues
that
are
Issue
important
and
worth
of
researching
Research
ques7on
• You
don’t
need
to
work
in
one
of
them,
BUT:
• ..research
agenda
will
give
societal
and
policy
perspec7ve
that
an
academic
perspec7ve
doesn’t
necessarily
provide.
• Research
agendas
are
closely
linked
with
opportuni9es
to
gain
research
funding

49. Example
A:
poli7cal
research
agenda

50. Example
B:
scien7fic
research
agenda
Suthers,
D.
D.
(2006).
Technology
affordances
for
intersubjec7ve
meaning
making:
A
research
agenda
for
CSCL.
Interna7onal
Journal
of
Computer-­‐Supported
Collabora7ve
Learning.
1(3),
315-­‐337.
Doi:
10.1007/s11412-­‐006-­‐9660-­‐
y.

51. Research
issue
• Research
issue
is
a
theme
from
the
research
agenda.
It
is
a
topic
or
area
where
is
poten7al
for
research
• Loose
and
wide
spesificia7on
while
compared
to
research
problem
Not
agreeing
with
the
other
researcher
New
area
of
ac7vity
Research
Being
struck
by
the
poten7al
in
another
Research
subject
if
applied
to
educa7on
agenda
problem
Being
concerned
what
it
is
happening
in
the
Research
educa7on
system…
Issue
Not
liking
the
implica7ons
of
the
poli
Realising
that
other
academics
have
failed..
Research
ques7on
Consolida7ng
the
results
of
different
research

52. Example:
issues
in
”mobile
learning”
A.
Mobility
and
Personal
Digital
Assistants
C.
Mobile
Social
Media
B.
Wireless
Internet
Learning
devices
D.
Ubiquitous
Future
research
Case
study
I
First
genera9on:
PocketPCs
Computer
Supported
Collabora7ve
Learning
(CSCL)
Era
of
Mobile
Learning
(m-­‐learning)
Era
of
Ubiquitous
learning
(u-­‐learning)
Visibility
Wireless
Internet
Learning
Devices
(Wild)
Integrated
learning
Mobile
social
media
Case
study
III
3rd
genera9on:
Out
of
the
box
tools,
social
media
2nd
genera9on:
integra7on
First
steps
(R&D)
Wireless
Internet
Personal
Digital
Case
study
II
Learning
Devices
Assistants
(Smartphones)
Peak
of
inflated
Trough
of
Technology
trigger
Expecta7ons
Disillusionment
Slope
of
Enlightenment
Plateau
of
produc7vity
7me

53. Research
problem
• ”As
issue
becomes
more
defined
in
our
mind
it
becomes
research
problem
–
that
is,
it
is
more
7ghly
defined”
(Newby,
2011).
• The
next
stage
towards
research
ques7on
is
to
is
to
find
what
has
been
published
in
the
rela7on
to
the
topic,
ac7vity
or
issue
=>
to
do
Scoping
Issue:
mobile
learning
Research
Research
agenda
problem
Research
Issue
Problem:
How
to
scaffold
learning
with
ubiquitous
technologies
Research
ques7on

54. Research
ques7ons
Ques9on
Research
approach
What
is
happening
here?
Data
analysis.
Ethnographic.
Descrip7ve.
What
did
happen/has
happened
here
Case
study
What
will
happen
Causal
analysis.
Research
synthesis,
systema7c
review.
Descrip7ve
inference.
What
is
….?
Descrip7ve.
What
shoud
we
do?
Policy
analysis.
What
is
effect
of?
Evalua7on,
experimental
design.
Causal
analysis,
experimental
design.
What
is
the
cause
of?
Causal
analysis,
sta7s7cal
design.
Research
Research
Is
this
result
same
or
different?
Asssocia7on
analysis,
sta7s7cal
design.
agenda
problem
Is
this
working?
Can
it
be
becer?
Ac7on
oriented:
ac7on
research,
apprecia7ve
enquiry.
Research
Policy
analysis.
Issue
All
ques7ons
Mixed
design.
The
link
between
research
ques7on
and
research
approach.
In
Newby,
Peter
Research
ques7on
(2012).
Research
methods
for
educa7on

55. Philosophy
Paradigm
Principles
Educa7on
theory
Research
Goals
and
process
Outcomes
Methodology
Methods
Research
Model
ques7on
Research
Research
agenda
problem
Influences
on
Research
Issue
the
research
process.
Adapted
from
Newby
(2012)
Research
methods
for
Research
educa7on
ques7on
Research
process:
Influences