Incorporating Online Instruction in a Blended Course on Qualitative Data Analysis

• In Event: Digital Tools and Technologies in Teaching and Learning Qualitative Research Methods

Abstract

Objectives or purposes
Implicit in literature focusing on the teaching of qualitative research methods is that instruction is delivered face-to-face. This paper reports findings from a study that examined the incorporation of online instruction in a survey course on qualitative methods of data analysis. The course included 6 face-to-face meetings, with the remainder of the course being conducted using synchronous and asynchronous modes of communication in a learning management system (Blackboard). Specifically, this qualitative study asked: (1) What are students’ responses to a series of activities offered using online modes of communication?; (2) What challenges and affordances do students encounter in learning about qualitative data analysis in a blended format?; (3) What challenges and affordances does the instructor encounter in using online modes of communication in teaching a qualitative research class?; and (4) How might online modes of communication be effectively incorporated in teaching qualitative research methods?
Perspectives
We used a self-study approach (Bullough & Pinnegar, 2001; Pinnegar & Hamilton, 2009) to examine what happened in the semester-long qualitative data analysis course taught by the first author.
Methods and data sources
Data included public synchronous and asynchronous online discussions involving students and the instructor in the learning management system (LMS); announcements and notices sent to the class by the instructor in the LMS; announcements and emails sent to the class by the instructor using the class listserv outside the LMS; anonymous student feedback on the course collected at the mid- and end-points of the semester; the instructor’s reflective journal; and researchers’ reflections written two months after the class concluded. Numerical counts provided supplementary data concerning the quantity of postings. Reflections, discussion posts, and observations of online interactions were collaboratively analyzed through a process of inductive coding to generate themes.
Findings
Findings indicate that the delivery of instruction in online formats was valued by students because it was convenient for commuters and those working full-time. Further, students were able to pace assignments according to individual schedules, and visual learners appreciated being able to access audio-enhanced materials online. Yet, some students perceived that blended delivery was not as “personal” as a traditional face-to-face class and preferred face-to-face meetings. Also, technical issues and connectivity problems hindered course delivery for both the instructor and students. Both synchronous and asynchronous discussions were perceived to be limited in both quality and quantity – some students rarely contributed to synchronous discussions, and others found the requirements for online postings onerous.
Scholarly significance
Findings indicate issues of concern highlighted by both the instructor and students, and yield ideas for improving the effectiveness of course design and delivery. The paper concludes with recommended strategies for teachers of qualitative methods concerning the incorporation of online modes of communication in course work on qualitative methods.

Authors

• Kathryn J. Roulston, University of Georgia

• Susan Vaughn, University of Georgia - Athens

• Whitney Bignell, University of Georgia - Athens

• David Dunbar Breslin, University of Georgia - Athens

• Dawn Lynette Curry, University of Georgia