Computer-Assisted Qualitative Data Analysis Tools for Teaching Qualitative Methods: Beyond Data Analysis

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

Abstract

Objectives
The relationship that qualitative researchers have had with new technologies has been a cautious one at best (Davidson & di Gregorio, 2011), with attention centered on the use of recording devices for data collection and transcription and the use of computer-assisted qualitative data analysis (CAQDAS) tools for data analysis (Paulus, Lester & Britt, forthcoming). The most robust packages (e.g. ATLAS.ti, NVivo and MAXQDA, to name a few), however, are better described as project management tools than data analysis software, with features that can be useful across the research process. Use of digital tools such as CAQDAS have the potential to increase reflexive practices, transparency of choices and collaboration during the research process (Paulus, Lester & Dempster, forthcoming). There is still little understanding of who chooses to use CAQDAS tools and why, with some evidence that fundamental misunderstandings and distrust of the tools remain (Davidson & di Gregorio, 2011.)
Perspectives
While lack of knowledge may be one reason for lack of use, new technologies also challenge the way things have traditionally been done. Rogers’ (2003) diffusion of innovations theory argued that how the new innovation is communicated to people is important and suggested that both early adopters and resisters can be highly influential to those who remain undecided. In the case of qualitative research, it is possible that the way that the established scholars in the field, including methods instructors, introduce novice scholars to new technologies may shape how they adopt the tools in their own practice.
Methods and data sources
A reflective practice approach was taken to investigate the use of CAQDAS as a teaching tool. During the spring and summer 2013 semesters, graduate students in advanced qualitative methods courses were required to use ATLAS.ti as a project management tool for their semester’s work. In these courses students were engaged in independent field work projects, in which they are reviewing the literature, collecting various types of data, engaging in transcription, keeping reflective journals, analyzing data and/or working in teams. Each of these phases were conducted within ATLAS.ti and shared with the instructor at regular intervals throughout the semester for feedback. Instructor feedback was provided within ATLAS.ti as well. Course materials and communications as well as instructor reflections were reviewed to compile best practices for the use of CAQDAS tools for teaching qualitative methods.
Conclusions and scholarly significance
By introducing ATLAS.ti during coursework rather than at the dissertation phase, it was positioned as a project management tool rather than solely a data analysis tool. This allowed features beyond data analysis, such as the memoing and transcription tools, to be highlighted and explored in a safe and supported space. By supporting students’ early experiences with its use, we anticipate that they may be more likely to continue using the tool to support their work. Suggestions for best practices for this instructional approach include a focus on how to: provide adequate access and technical support, balance methodological and technical instruction, create meaningful student assignments, and provide effective feedback.

Author

• Trena M. Paulus, The University of Tennessee