Skip to main content
SpringerLink
Log in

Trends and Issues in Qualitative Research Methods

  • Chapter
  • First Online:
Book cover Handbook of Research on Educational Communications and Technology

Abstract

In the almost two decades since the first AECT Handbook article on qualitative research debates about research philosophy, design, and purposes have led to clashes of opinion in the field of educational communications and technology as well as in the larger sphere of educational research. At the same time, the number of publications on qualitative methods specific to the field has increased, expanding the understanding of the potential of such approaches to explore, describe, and explicate key issues in instructional design and the application of technology to learning. While other chapters have included examples of qualitative studies related to specific disciplinary topics, this chapter focuses on trends in the use of qualitative research design and emerging approaches more generally. Within this framework, issues of design, methods, and knowledge generation are reviewed and examined through a sample of recent directions in qualitative studies and designs. For each method reviewed, examples are provided along with common issues and potential directions for future use of these.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Åkerlind, G. S. (2007) Constraints on academics’ potential for developing as a teacher – Variation in meaning, Studies in Higher Education, 32, 21–37.

    Article  Google Scholar 

  • Åkerlind, G. (2008). A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning. Teaching in Higher Education, 13(6), 633–644. doi:10.1080/13562510802452350.

    Article  Google Scholar 

  • Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Educational Technology & Society, 11(4), 29–40. Retrieved from http://www.ifets.info/journals/11_4/3.pdf

  • Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395.

    Article  Google Scholar 

  • Anfara, V. A., & Mertz, N. T. (Eds.). (2006). Theoretical frameworks in qualitative research. Thousand Oaks, CA: SAGE Publications.

    Google Scholar 

  • Antaki, C., Billig, M., Edwards, D., & Potter, J. (2003). Discourse analysis means doing analysis: A critique of six analytic shortcomings. Discourse Analysis Online, 1. Retrieved from http://extra.shu.ac.uk/daol/

  • Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. The Internet and Higher Education, 13(4), 188–196. doi:10.1016/j.iheduc.2010.04.002.

    Article  Google Scholar 

  • Arshad-Ayaz, A. (2010). Of mice and men: Educational technology in Pakistan’s public school system. Journal of Contemporary Issues in Education, 5(2), 5–23. Retrieved from http://ojs.educ.ualberta.ca/index.php/jcie/

    Google Scholar 

  • Atkinson, P., & Delamont, S. (2006). In the roiling smoke: Qualitative inquiry and contested fields. International Journal of Qualitative Studies in Education, 19(6), 747–755. doi:10.1080/09518390600975974.

    Article  Google Scholar 

  • Axtell, K., Chaffing, A. J., Aberasturi, S., Paone, T., & Maddux, C. (2007). Writing for publication: An analysis of 591 articles in five journals dealing with information technology in education. Computers in the Schools, 24(1/2), 93–104.

    Article  Google Scholar 

  • Backman, K., & Kyngäs, H. A. (1999). Challenges of the grounded theory approach to a novice researcher. Nursing & Health Sciences, 1(3), 147–153. doi:10.1046/j.1442-2018.1999.00019.x.

    Article  Google Scholar 

  • Ball, D. L., & Forzani, F. M. (2007). 2007 Wallace Foundation ­distinguished lecture – What makes education research “educational”? Educational Researcher, 36(9), 529–540. doi:10.3102/0013189x07312896.

    Article  Google Scholar 

  • Barab, S. A., Thomas, M. K., Dodge, T., Squire, K., & Newell, M. (2004). Critical design ethnography: Designing for change. Anthropology & Education Quarterly, 35(2), 254–268. doi:10.1525/aeq.2004.35.2.254.

    Article  Google Scholar 

  • Barg, J. A., Gollwitzer, P. M., & Oettingen, G. (2010). Motivation. In S. Fiske, G. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (5th ed., pp. 268–316). New York: Wiley.

    Google Scholar 

  • Barrie, S. C. (2006). Understanding what we mean by the generic attributes of graduates. Higher Education, 51(2), 215–241. doi:10.1007/s10734-004-6384-7.

    Article  Google Scholar 

  • Barusch, A., Gringeri, C., & George, M. (2011). Rigor in qualitative social work research: A review of strategies used in published articles. Social Work Research, 35(1), 11–19.

    Article  Google Scholar 

  • Beabout, B., & Carr- Chellman, A. A. (2007). Change Agentry. In J. M. Spector, M. D. Merrill, M. Driscoll & J. Van Merrienboer (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed., pp. 619–632). New York: Routledge.

    Article  Google Scholar 

  • Bennett, S. (2010). Investigating strategies for using related cases to support design problem solving. Educational Technology Research and Development, 58(4), 459–480. doi:10.1007/s11423-009-9144-7.

    Article  Google Scholar 

  • Bennett, A., & Elman, C. (2006). Qualitative research: Recent developments in case study methods. Annual Review of Political Science, 9(1), 455–476. doi:10.1146/annurev.polisci.8.082103.104918.

    Article  Google Scholar 

  • Bengston, J. K., & Marshik, T. T. (2007). An ecological study of intersubjectivity and the opening of closed minds. Journal of Educational Psychology, 99(1), 1–11. doi:10.1037/0022-0663.99.1.1.

    Article  Google Scholar 

  • Beverland, M., & Lindgreen, A. (2010). What makes a good case study? A positivist review of qualitative case research published in Industrial Marketing Management, 1971–2006. Industrial Marketing Management, 39(1), 56–63. doi:10.1016/j.indmarman.2008.09.005.

    Article  Google Scholar 

  • Biesta, G. (2007). Why “What Works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22. doi:10.1111/j.1741-5446.2006.00241.x.

    Article  Google Scholar 

  • Blomberg, J., Burrell, M., & Guest, G. (2003). An ethnographic approach to design. In J. A. Jacko & A. Sears (Eds.), The human–computer interaction handbook: Fundamentals, evolving technologies and emerging application (pp. 964–986). Mahway, NY: Lawrence Erlbaum.

    Google Scholar 

  • Bos, N., Karahalios, K., Musgrove-Chavez, M., Poole, E. S., Thomas, J. C., & Yardi, S. (2009). Research ethics in the Facebook era: Privacy, anonymity, and oversight. Proceedings of the 27th International Conference on Human factors in Computing Systems (pp. 2767–2770). Boston, MA: ACM.

    Google Scholar 

  • Bossen, C. (2002). Ethnography in design: Tool-kit or analytic science? Proceedings of Participation and Design Conference 2003 (pp. 338–343). Malmo, Sweden. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.95.1560&rep=rep1&type=pdf

  • Bowden, J. (2005). Reflections on the phenomenographic research process. In Qualitative research methods: Doing developmental phenomenography. Melbourne, VIC: RMIT University Press.

    Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

    Article  Google Scholar 

  • Brown, S. (2009). Navigating an English-only classroom: Multiple identities in a primary writer. Journal of Classroom Interaction, 44(1), 10. Retrieved from Google Scholar.

    Google Scholar 

  • Bruce, C., Stoodley, I., & Pham, B. (2009). Doctoral students’ experience of information technology research. Studies in Higher Education, 34(2), 203–221. doi:10.1080/03075070802556131.

    Article  Google Scholar 

  • *Bryant, A., & Charmaz, K. (Eds.). (2007). The SAGE handbook of grounded theory. Los Angeles, CA: Sage.

    Google Scholar 

  • Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1(1), 8–22. doi:10.1177/2345678906290531.

    Article  Google Scholar 

  • Bryman, A. (2008). Of methods and methodology. Qualitative Research in Organizations and Management, 3(2), 159–168. doi:10.1108/17465640810900568.

    Article  Google Scholar 

  • Buchanan, D. A., & Bryman, A. (2007). Contextualizing methods choice in organizational research. Organizational Research Methods, 10(3), 483–501. doi:10.1177/1094428106295046.

    Article  Google Scholar 

  • Caelli, K., Ray, L., & Mill, J. (2003). ‘Clear as mud’: Toward greater clarity in generic qualitative research. International Journal of Qualitative Methods, 2(2), 1–13. Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/index

    Google Scholar 

  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Chenail, R. J. (2010). Getting specific about qualitative research generalizability. Journal of Ethnographic & Qualitative Research, 5, 1–11. Retrieved from http://www.cedarville.edu/event/eqrc/journal/vol5issue1abstract.pdf

    Google Scholar 

  • Chenail, R. J., Duffy, M., St. George, S., & Wulff, D. (2011). Facilitating coherence across qualitative research papers. The Qualitative Report, 16(1), 263–275. Retrieved from http://www.nova.edu/ssss/QR/QR16-1/coherence.pdf

  • Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59(4), 487–510. doi:10.1007/s11423-010-9173-2.

    Article  Google Scholar 

  • Clandinin, D. J. (2007). Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, CA: Sage.

    Article  Google Scholar 

  • Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21. Retrieved from Google Scholar.

    Article  Google Scholar 

  • Clarke, M. (2009). The discursive construction of interpersonal relations in an online community of practice. Journal of Pragmatics, 41(11), 2333–2344. doi:10.1016/j.pragma.2009.04.001.

    Article  Google Scholar 

  • Cochran-Smith, M., & Lytle, S. L. (1990). Teacher research and research on teaching: The issues that divide. Educational Researcher, 19(2), 2–11.

    Article  Google Scholar 

  • Collier-Reed, B. I., Case, J. M., & Linder, C. (2009). The experience of interacting with technological artefacts. European Journal of Engineering Education, 34(4), 295–303. doi:10.1080/03043790902987352.

    Article  Google Scholar 

  • Collingridge, D. S., & Gantt, E. E. (2008). The quality of qualitative research. American Journal of Medical Quality, 23(5), 389–395. doi:10.1177/1062860608320646.

    Article  Google Scholar 

  • Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles, CA: Sage Publications.

    Google Scholar 

  • Cortazzi, M. (1993). Narrative analysis (Volume 12 of social research and educational studies series reprintth ed., p. 162). London: Psychology Press. Retrieved from Google Books.

    Google Scholar 

  • Corwin, J. R., & Cintrón, R. (2011). Social networking phenomena in the first-year experience. Journal of College Teaching & Learning (TLC), 8(1). Retrieved from Google Scholar.

    Google Scholar 

  • Coryell, J. E., & Clark, M. C. (2009). One right way, intercultural participation, and language learning anxiety: A qualitative analysis of adult online heritage and nonheritage language learners. Foreign Language Annals, 42(3), 483–504. Retrieved from Google Scholar.

    Article  Google Scholar 

  • Craig, C. J. (2009). The contested classroom space: A decade of lived educational policy in Texas schools. American Educational Research Journal, 46(4), 1034. Retrieved from Google Scholar.

    Article  Google Scholar 

  • Crawford, P., Brown, B., & Majomi, P. (2008). Professional identity in community mental health nursing: A thematic analysis. International Journal of Nursing Studies, 45(7), 1055–63. doi:10.1016/j.ijnurstu.2007.05.005.

    Article  Google Scholar 

  • *Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Creswell, J. W., & Garrett, A. L. (2008). The “movement” of mixed methods research and the role of educators. South African Journal of Education, 28, 321–333. Retrieved from http://www.scielo.org.za/

    Google Scholar 

  • Cunningham, P. J., Felland, L. E., Ginsburg, P. B., & Pham, H. H. (2011). Qualitative methods: A crucial tool for understanding changes in health systems and health care delivery. Medical Care Research and Review, 68(1), 34–40. doi:10.1177/1077558710385468.

    Article  Google Scholar 

  • Czerniewicz, L. (2008). Distinguishing the field of educational technology. Electronic Journal of e-Learning, 6(3), 171–178. Retrieved from http://www.ejel.org/

    Google Scholar 

  • Dalton, D., Hannafin, M., & Hooper, S. (1989). Effects of individual and cooperative computer-assisted instruction on student performance and attitudes. Educational Technology Research and Development, 37(2), 15–24. doi:10.1007/bf02298287.

    Article  Google Scholar 

  • Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Davidson, C. (2009). Transcription: Imperatives for qualitative research. International Journal of Qualitative Methods, 8(2), 1–52. Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/article/viewArticle/4205

    Google Scholar 

  • Denzin, N., & Lincoln, Y. (2003). Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Denhart, H. (2008). Deconstructing barriers: Perceptions of students labeled with learning disabilities in higher education. Journal of Learning Disabilities, 41(6), 483–97. doi:10.1177/0022219408321151.

    Article  Google Scholar 

  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers in Education, 46(1), 6–28. doi:10.1016/j.compedu.2005.04.005.

    Article  Google Scholar 

  • Dennen, V. P. (2008). Looking for evidence of learning: Assessment and analysis methods for online discourse. Computers in Human Behavior, 24(2), 205–219. doi:10.1016/j.chb.2007.01.010.

    Article  Google Scholar 

  • Denzin, N. K. (2009). The elephant in the living room: Or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139–160. doi:10.1177/1468794108098034.

    Article  Google Scholar 

  • Denzin, N. K. (2010). Moments, mixed methods, and paradigm dialogs. Qualitative Inquiry, 16(6), 419–427. doi:10.1177/1077800410364608.

    Article  Google Scholar 

  • *Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (3rd ed., pp. 1–43). Los Angeles, CA: Sage.

    Google Scholar 

  • Desimone, L. M. (2009). Improving impact studies of teachers’ ­ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. doi:10.3102/0013189x08331140.

    Article  Google Scholar 

  • Díaz Andrade, A. (2009). Interpretive research aiming at theory building: Adopting and adapting the case study design. The Qualitative Report, 14(1), 42–60. Retrieved from http://www.nova.edu/ssss/QR/QR14-1/diaz-andrade.pdf

  • Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3), 456–469. doi:10.1111/j.1467-8535.2009.01032.x.

    Article  Google Scholar 

  • Dodge, T., Barab, S., Stuckey, B., Warren, S., Heiselt, C., & Stein, R. (2008). Children’s sense of self: Learning and meaning in the digital age. Journal of Interactive Learning Research, 19(2), 225–249.

    Google Scholar 

  • Donaldson, S. I. (2009). In search of the blueprint for an evidence-based global society. In S. I. Donaldson, C. A. Christie, & M. M. Mark (Eds.), What counts as credible evidence in applied research and evaluation practice? (pp. 2–18). Thousand Oaks, CA: Sage.

    Chapter  Google Scholar 

  • Donnelly, R. (2010). Interaction analysis in a “learning by doing” problem-based professional development context. Computers in Education, 55(3), 1357–1366. doi:10.1016/j.compedu.2010.06.010.

    Article  Google Scholar 

  • Druin, A. (2005). What children can teach us: Developing digital libraries for children. Library Quarterly, 75(1), 20–41.

    Article  Google Scholar 

  • Druin, A. (2010). Children as codesigners of new technologies: Valuing the imagination to transform what is possible. New Directions for Youth Development, 2010(128), 35–43. doi:10.1002/yd.373

    Article  Google Scholar 

  • Duncan, S. C. (2010). Gamers as designers: A framework for investigating design in game affinity spaces. E-Learning and Digital Media, 7(1), 21–34. doi:0.2304/elea.2010.7.1.21.

    Article  Google Scholar 

  • Easterby-Smith, M., Golden-Biddle, K., & Locke, K. (2008). Working with pluralism: Determining quality in qualitative research. Organizational Research Methods, 11(3), 419–429. doi:10.1177/1094428108315858.

    Article  Google Scholar 

  • Eisenhardt, K. M., & Graebner, M. E. (2007). Theory building from cases: Opportunities and challenges. Academy of Management Journal, 50(1), 25–32. doi:10.5465/amj.2007.24160888.

    Article  Google Scholar 

  • Eisenhart, M. (2006). Qualitative science in experimental time. International Journal of Qualitative Studies in Education, 19(6), 697–707.

    Article  Google Scholar 

  • Ellis, C., & Bochner, A. P. (2000). Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Epstein, J. L. (2007). Connections count: Improving family and community involvement in secondary schools. Principal Leadership, 8(2), 16–22.

    Article  Google Scholar 

  • Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and community Partnerships. Peabody Journal of Education, 81(2), 81–120.

    Article  Google Scholar 

  • Ercikan, K., & Roth, W.-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35(5), 14–23. doi:10.3102/0013189x035005014.

    Article  Google Scholar 

  • Ertmer, P., Donald, S., Cindy, Y., Ann, S., Xuemei, W., Stacey, Z., et al. (2008). How instructional design experts use knowledge and experience to solve ill-structured problems. Performance Improvement Quarterly, 21(1), 17–42.

    Google Scholar 

  • Evers, J. C. (2011). From the past into the future: How technological developments change our ways of data collection, transcription and analysis. Forum: Qualitative Social Research, 12(1), Article 38. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/viewArticle/1636

  • Eynon, R., Schroeder, R., & Fry, J. (2009). New techniques in online research: Challenges for research ethics. Contemporary Social Science: Journal of the Academy of Social Sciences, 4(2), 187–199.

    Article  Google Scholar 

  • Fielding, N. (2005). The resurgence, legitimation and institutionalization of qualitative methods. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 6(2), Article 32. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/455

  • Fielding, N. (2010). Elephants, gold standards and applied qualitative research. Qualitative Research, 10(1), 123–127. doi:10.1177/1468794109348687.

    Article  Google Scholar 

  • Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. doi:10.1177/1077800405284363.

    Article  Google Scholar 

  • Forsyth, D. R., Story, P. A., Kelley, K. N., & McMillan, J. H. (2009). What causes failure and success? Students perceptions of their academic outcomes. Social Psychology of Education, 12(2), 157–174. doi:10.1007/s11218-008-9078-7.

    Article  Google Scholar 

  • Fox, K. (2008). Rethinking experience: What do we mean by this word “experience”? Journal of Experiential Education, 31(1), 36–54. Retrieved from Google Scholar.

    Article  Google Scholar 

  • Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E. A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25–32. doi: 10.3102/0013189x06298009

  • Frie, R. (2010). A hermeneutics of exploration: The interpretive turn from binswanger to gadamer. Journal of Theoretical & Philosophical Psychology, 30(2), 79–93. doi:10.1037/a0021570.

    Article  Google Scholar 

  • Games, I. A. (2010). Gamestar Mechanic: Learning a designer ­mindset through communicational competence with the language of games. Learning, Media & Technology, 35(1), 31–52. doi:10.1080/17439880903567774.

    Article  Google Scholar 

  • Garcia, A. C., Standlee, A. I., Bechkoff, J., & Cui, Y. (2009). Ethnographic approaches to the Internet and computer-mediated communication. Journal of Contemporary Ethnography, 38(1), 52–84. doi:10.1177/0891241607310839.

    Article  Google Scholar 

  • Gardner, J., & Galanouli, D. (2004). Research into information and communications technology in education: Disciplined inquiries for telling stories better. Technology, Pedagogy and Education, 13(2), 147–161. doi:10.1080/14759390400200177.

    Article  Google Scholar 

  • Gee, J. P. (2011). How to do discourse analysis: A toolkit. New York: Routledge.

    Google Scholar 

  • *Geertz, C. (1973). The interpretation of cultures: Selected essays. New York, NY: Basic Books.

    Google Scholar 

  • Gergen, M. (2004). Once upon a time: A narratoligist’s tale. In C. Daiute & C. Lightfoot (Eds.), Narrative analysis: Studying the development of individuals in society (pp. 267–285). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Ghislandi, P., Calidoni, P., Falcinelli, F., & Scurati, C. (2008). E-university: A cross-case study in four Italian universities. British Journal of Educational Technology, 39(3), 443–455. doi:10.1111/j.1467-8535.2008.00840.x.

    Article  Google Scholar 

  • Gibbert, M., & Ruigrok, W. (2010). The “what” and “how” of case study rigor: Three strategies based on published research. Organizational Research Methods, 13(4), 710–737. doi:10.1177/1094428109351319.

    Article  Google Scholar 

  • Gibson, W. (2009). Negotiating textual talk: Conversation analysis, pedagogy and the organisation of online asynchronous discourse. British Educational Research Journal, 35(5), 705–721. doi:10.1080/01411920802688754.

    Article  Google Scholar 

  • Girvan, C., & Savage, T. (2010). Identifying an appropriate pedagogy for virtual worlds: A communal constructivism case study. Computers in Education, 55(1), 342–349. doi:10.1016/j.compedu.2010.01.020.

    Article  Google Scholar 

  • Glaser, B. G. (2002). Conceptualization: On theory and theorizing using grounded theory. International Journal of Qualitative Methods, 1(2), 23–38. Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/index

  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.

    Google Scholar 

  • Gonzalez, C. (2010). What do university teachers think elearning is good for in their teaching? Studies in Higher Education, 35(1), 61–78. doi:10.1080/03075070902874632.

    Article  Google Scholar 

  • Gorard, S. (2002). Fostering acepticism: The importance of warranting claims. Evaluation & Research in Education, 16(3), 136–149.

    Article  Google Scholar 

  • Gorard, S., & Smith, E. (2006). Combining numbers with narratives. Evaluation & Research in Education, 19(2), 59–62.

    Article  Google Scholar 

  • Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research, 2(1), 7–22. doi:10.1177/1558689807309969.

    Article  Google Scholar 

  • Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age. Educational Researcher, 38(4), 246–259. doi:10.3102/0013189x09336671.

    Article  Google Scholar 

  • Guha, M. L.,* Druin, A., & Fails, J.,* (2010). Investigating the impact of design processes on children. In Proceedings of Interaction Design and Children (IDC’2010), Barcelona, Spain, 198–201.

    Article  Google Scholar 

  • Haggis, T. (2008). “Knowledge must be contextual”: Some possible implications of complexity and dynamic systems theories for educational research. Educational Philosophy & Theory, 40(1), 158–176. doi:10.1111/j.1469-5812.2007.00403.x.

    Article  Google Scholar 

  • Hallett, F. (2010). The postgraduate student experience of study support: A phenomenographic analysis. Studies in Higher Education, 35(2), 225–238. doi:10.1080/03075070903134234.

    Article  Google Scholar 

  • Hammersley, M. (2000). The relevance of qualitative research. Oxford Review of Education, 26(3/4), 393–405. doi:10.1080/3054980020001909.

    Article  Google Scholar 

  • Hammersley, M. (2003). Conversation analysis and discourse analysis: Methods or paradigms? Discourse & Society, 14(6), 751–781. doi:10.1177/09579265030146004.

    Article  Google Scholar 

  • Hammersley, M. (2005). What can the literature on communities of practice tell us about educational research? Reflections on some recent proposals. International Journal of Research & Method in Education, 28(1), 5–21. doi:10.1080/01406720500036653.

    Article  Google Scholar 

  • Hammersley, M. (2006). Ethnography: Problems and prospects. Ethnography and Education, 1(1), 3–14.

    Article  Google Scholar 

  • *Hammersley, M. (2008). Questioning qualitative inquiry: Critical essays. Los Angeles, CA: Sage.

    Google Scholar 

  • Hammersley, M. (2010). Reproducing or constructing? Some questions about transcription in social research. Qualitative Research, 10(5), 553–569. doi:10.1177/1468794110375230.

    Article  Google Scholar 

  • Hammersley, M., & Atkinson, P. (2007). Ethnography principles in practice (3rd ed.). Hoboken, NJ: Taylor & Francis.

    Google Scholar 

  • Hemmi, A., Bayne, S., & Land, R. (2009). The appropriation and ­repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25(1), 19–30. doi:10.1111/j.1365-2729.2008.00306.x.

    Article  Google Scholar 

  • Herring, S. C. (2004a). Computer-mediated discourse analysis: An approach to researching online behavior. In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 338–376). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Herring, S. C. (2004b). Slouching toward the ordinary: Current trends in computer-mediated communication. New Media & Society, 6(1), 26–36. doi:10.1177/1461444804039906.

    Article  Google Scholar 

  • Herring, S. C. (2008). Language and the Internet. In W. Donsbach (Ed.), International Encyclopedia of Communication (pp. 2640–2645). Oxford, UK: Blackwell Publishers.

    Google Scholar 

  • Hesse-Biber, S. N., & Leavy, P. (Eds.). (2008). Handbook of emergent methods. New York, NY: Guilford Press.

    Google Scholar 

  • Hew, K. F., Kale, U., & Kim, N. (2007). Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36(3), 269–300.

    Article  Google Scholar 

  • Hirumi, A. (2009). A framework for analyzing, designing, and sequencing planned e-learning interactions In A. Orellana, T. L. Hudgins, & M. R. Simonson (Eds.), The perfect online course: Best practices for designing and teaching (pp. 201–227). Charlotte, NC: IAP-Information Age Publishing.

    Google Scholar 

  • Hill, J. R., Wiley, D., Nelson, L. M., & Han, S. (2004). Exploring research on Internet-based learning: From infrastructure to interactions. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd. ed., pp. 51–68). Mahwah, NJ: Lawrence Erlbaum Associates.

    Article  Google Scholar 

  • Hmelo-Silver, C. E., & Bromme, R. (2007). Coding discussions and discussing coding: Research on collaborative learning in computer-supported environments. Learning and Instruction, 17(4), 460–464. doi:10.1016/j.learninstruc.2007.04.004.

    Article  Google Scholar 

  • Hodgkinson, G. P., & Rousseau, D. M. (2009). Bridging the rigour–relevance gap in management research: It’s already happening! Journal of Management Studies, 46(3), 534–546. doi:10.1111/j.1467-6486.2009.00832.x

    Article  Google Scholar 

  • Hong, S., & Jung, I. (2011). The distance learner competencies: A three-phased empirical approach. Educational Technology Research and Development, 59(1), 21–42. doi:10.1007/s11423-010-9164-3.

    Article  Google Scholar 

  • Horn, J. (2008). Human research and complexity theory. Educational Philosophy & Theory, 40(1), 130–143. doi:10.1111/j.1469-5812.2007.00395.x.

    Article  Google Scholar 

  • Hrastinski, S., & Keller, C. (2007). An examination of research approaches that underlie research on educational technology: A review from 2000 to 2004. Journal of Educational Computing Research, 36(2), 175–190.

    Article  Google Scholar 

  • Humphreys, M. (2006). Teaching qualitative research methods: I’m beginning to see the light. Qualitative Research in Organizations and Management: An International Journal, 1(3), 173–188. doi:10.1108/17465640610718770.

    Article  Google Scholar 

  • Ingerman, Å., Linder, C., & Marshall, D. (2009). The learners’ experience of variation: Following students’ threads of learning physics in computer simulation sessions. Instructional Science, 37, 273–292. Retrieved from http://dx.doi.org/10.1007/s11251-007-9044-3.

    Article  Google Scholar 

  • Jeong, H., & Hmelo-Silver, C. E. (2010). An overview of CSCL methodologies. Proceedings of the 9th International Conference of the Learning Sciences (Vol. 1, pp. 921–928). Chicago, IL: International Society of the Learning Sciences.

    Google Scholar 

  • Juuti, K., Lavonen, J., Aksela, M., & Meisalo, V. (2009). Adoption of ICT in science sducation: A case study of communication channels in a teachers’ professional development project. Eurasia Journal of Mathematics, Science & Technology Education, 5(2), 103–118. Retrieved from http://www.ejmste.com

    Google Scholar 

  • Kanuka, H., & Anderson, T. (2007). Ethical issues in qualitative e-learning research. International Journal of Qualitative Methods, 6(2), 1–14.

    Google Scholar 

  • Kasl, E., & Yorks, L. (2010). “Whose inquiry is this anyway?” Money, power, reports, and collaborative inquiry. Adult Education Quarterly, 60(4), 315-338. doi: 10.1177/0741713609347367

    Article  Google Scholar 

  • Khan, S. (2008). The case in case-based design of educational software: A methodological interrogation. Educational Technology Research and Development, 56(4), 423–447. doi:10.1007/s11423-006-9028-z.

    Article  Google Scholar 

  • Kim, H. K., & Bateman, B. (2010). Student participation patterns in online discussion: Incorporating constructivist discussion into online courses. International Journal on E-Learning, 9(1), 79–98.

    Google Scholar 

  • Kim, M., & Hannafin, M. (2010). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: A qualitative case study. Instructional Science, 1–28. doi:10.1007/s11251-010-9127-4.

  • Kieser, A., & Leiner, L. (2009). Why the rigour–relevance gap in management research Is unbridgeable. Journal of Management Studies, 46(3), 516–533. doi: 10.1111/j.1467-6486.2009.00831.x

    Article  Google Scholar 

  • Kline, W. B. (2008). Developing and submitting credible qualitative manuscripts. Counselor Education and Supervision, 47(4), 210–217.

    Article  Google Scholar 

  • Koro-Ljungberg, M., Yendol-Hoppey, D., Smith, J. J., & Hayes, S. B. (2009). (E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects. Educational Researcher, 38(9), 687–699. doi:10.3102/0013189x09351980.

    Article  Google Scholar 

  • Kovari, V., Hicks, T., Ferlazzo, L., McGarvey, C., Ochs, M., Alcantara, L., & Yorks, L. (2004). Leaders as lead learners. Retrieved March 22, 2012, from http://wagner.nyu.edu/leadership/reports/files/LeadersLearners.pdf

    Article  Google Scholar 

  • Kozinets, R. V. (2010). Netnography: Doing ethnographic research online. Los Angeles, CA: Sage.

    Google Scholar 

  • Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing (Vol. 2, illustrated ed., p. 354). SAGE. Retrieved from Google Books.

    Google Scholar 

  • Lampert, M. (2001). Teaching problems and the problems of teaching. United States of America: Yale University.

    Google Scholar 

  • Langellier, K. M. (2003). Personal narrative, performance, performativity: Two or three things I know for sure. In Y. Lincoln & N. Denzin (Eds.), Turning points in qualitative research: Tying knots in a handkerchief. Walnut Creek, CA: Altamira Press.

    Google Scholar 

  • Larson, M. B., & Lockee, B. B. (2009). Preparing instructional designers for different career environments: A case study. Educational Technology Research and Development, 57(1), 1–24. doi:10.1007/s11423-006-9031-4.

    Article  Google Scholar 

  • Larsson, S. (2009). A pluralist view of generalization in qualitative research. International Journal of Research & Method in Education, 32(1), 25–38. doi:10.1080/17437270902759931.

    Article  Google Scholar 

  • Lawson, T., & Comber, C. (2010). Videoconferencing in English schools: One technology, many pedagogies? Technology, Pedagogy and Education, 19(3), 315–326. doi:10.1080/1475939X.2010.513764.

    Article  Google Scholar 

  • Lee, M. M. (2010). ‘We are so over pharaohs and pyramids!’ Re-presenting the othered lives with young people through an ­international studies program. International Journal of Qualitative Studies in Education (QSE), 23(6), 737–754. doi:10.1080/09518390903362359.

    Article  Google Scholar 

  • Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557–584. doi:10.1037/1045-3830.22.4.557.

    Article  Google Scholar 

  • Leech, N. L., & Onwuegbuzie, A. J. (2008). Qualitative data analysis: A compendium of techniques and a framework for selection for school psychology research and beyond. School Psychology Quarterly, 23(4), 587–604. doi:10.1037/1045-3830.23.4.587.

    Article  Google Scholar 

  • Leech, N. L., & Onwuegbuzie, A. J. (2011). Beyond constant comparison qualitative data analysis: Using NVivo. School Psychology Quarterly, 26(1), 70–84. doi:10.1037/a0022711.

    Article  Google Scholar 

  • Lewis, J. (2009). Redefining qualitative methods: Believability in the fifth moment. International Journal of Qualitative Methods, 8(2), 1–14.

    Google Scholar 

  • Liang, N., & Lin, S. (2008). Erroneous learning from the west? A narrative analysis of Chinese MBA cases published in 1992, 1999 and 2003. Management International Review, 48(5), 603–638. Retrieved from Google Scholar.

    Article  Google Scholar 

  • Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners. Advances in Social Work, 11(2), 188–202. Retrieved from http://journals.iupui.edu/index.php/advancesinsocialwork/issue/archive

  • Lin, E., Wang, J., Klecka, C. L., Odell, S. J., & Spalding, E. (2010). Judging research in teacher education. Journal of Teacher Education, 61(4), 295–301. doi:10.1177/0022487110374013.

    Article  Google Scholar 

  • Lincoln, Y. S. (2010). “What a long, strange trip it’s been”: Twenty-five years of qualitative and new paradigm research. Qualitative Inquiry, 16(1), 3–9. doi:10.1177/1077800409349754.

    Article  Google Scholar 

  • Liston, D., Whitcomb, J., & Borko, H. (2007). NCLB and scientifically-based research: Opportunities lost and found. Journal of Teacher Education, 58(2), 99–107. doi:10.1177/0022487107299980.

    Article  Google Scholar 

  • Lohnes, S., & Kinzer, C. (2007). Questioning assumptions about students’ expectations for technology in college classrooms. Innovate, 3(5), Article 2. Retrieved from http://www.innovateonline.info/

  • Lom, E., & Sullenger, K. (2011). Informal spaces in collaborations: exploring the edges/boundaries of professional development. Professional Development in Education, 37(1), 55–74.

    Article  Google Scholar 

  • Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43.

    Article  Google Scholar 

  • Luehmann, A. L. (2008). Using blogging in support of teacher ­professional identity development: A case study. [Article]. The Journal of the Learning Sciences, 17(3), 287–337. doi:10.1080/10508400802192706.

    Article  Google Scholar 

  • Lyle, E. (2009). A process of becoming: In favour of a reflexive narrative approach. The Qualitative Report, 14(2), 293–298. Retrieved from Google Scholar.

    Google Scholar 

  • Macdonald, M. E. (2009). Growing quality in qualitative health research. International Journal of Qualitative Methods, 8(2), 97–101.

    Google Scholar 

  • Maddux, C. D. (2001). Case studies – Are we rejecting rigor or rediscovering richness? Computers in the Schools, 16(2), 13–16. doi:10.1300/J025v16n02_03.

    Article  Google Scholar 

  • Maddux, C. D. (2003). Twenty years of research in information technology in education: Assessing our progress. Computers in the Schools, 20(1/2), 35–48.

    Article  Google Scholar 

  • Maddux, C. D., & Cummings, R. (2004). Fad, fashion, and the weak role of theory and research in information technology in education. Journal of Technology and Teacher Education, 12(4), 511–533.

    Google Scholar 

  • Maddux, C. D., & Johnson, D. L. (2009). Information technology in education: Some reasons for optimism. Computers in the Schools, 26(2), 83–88. doi:10.1080/07380560902906179.

    Article  Google Scholar 

  • Maggs-Rapport, F. (2001). ‘Best research practice’: In pursuit of methodological rigour. Journal of Advanced Nursing, 35(3), 373–383. doi:10.1046/j.1365-2648.2001.01853.x.

    Article  Google Scholar 

  • Mardis, M. A., Hoffman, E. S., & Marshall, T. E. (2008). A new framework for understanding educational digital library use: re-examining digital divides in U.S. schools. International Journal on Digital Libraries, 9(1), 19–27. doi:10.1007/s00799-008-0035-z

    Article  Google Scholar 

  • Marton, F., & Booth, S. (1997). Learning and awareness. New Jersey: Lawrence Earlbaum Associates.

    Google Scholar 

  • Maxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 475–482. doi:10.1177/1077800410364740.

    Article  Google Scholar 

  • McBride, N. (2008). Using performance ethnography to explore the human aspects of software quality. Information Technology & People, 21(1), 91–111. doi:10.1108/09593840810860342.

    Article  Google Scholar 

  • McDougall, A., & Jones, A. (2010). Theory and history, questions and methodology: Issues in research into information technology in education. In A. McDougall, J. Murnane, A. Jones, & N. Reynolds (Eds.), Researching IT in education – Theory, practice and future directions (pp. 1–7). London: Routledge.

    Google Scholar 

  • McKnight, C., Dillon, A., & Richardson, J. (1996). User centered design of hypertext and hypermedia for education. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 622–633). New York, NY: Macmillan.

    Article  Google Scholar 

  • *Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.

    Google Scholar 

  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Miller, C., Veletsianos, G., & Doering, A. (2008). Curriculum at forty below: A phenomenological inquiry of an educator explorer’s experiences with adventure learning in the Arctic. Distance Education, 29(3), 253–267.

    Article  Google Scholar 

  • Mills, J., Bonner, A., & Francis, K. (2006). The development of constructivist grounded theory. International Journal of Qualitative Methods, 5(1), 25–35. Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/issue/view/362

    Google Scholar 

  • Mills, J., Chapman, Y., Bonner, A., & Francis, K. (2007). Grounded theory: A methodological spiral from positivism to postmodernism. Journal of Advanced Nursing, 58(1), 72–79. doi:10.1111/j.1365-2648.2007.04228.x.

    Article  Google Scholar 

  • Moerman, M. (1988). Talking culture: Ethnography and conversation analysis. Philadelphia, PA: University of Pennsylvania Press.

    Google Scholar 

  • Møller, V., Theuns, P., Erstad, I., & Bernheim, J. (2008). The best and worst times of life: Narratives and assessments of subjective well-being by anamnestic comparative self assessment (ACSA) in the Eastern Cape, South Africa. Social Indicators Research, 89(1), 1–22. doi:10.1007/s11205-007-9225-0.

    Article  Google Scholar 

  • Morris, A. K., & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. Educational Researcher, 40(1), 5–14. doi:10.3102/0013189x10393501

    Article  Google Scholar 

  • Morrison, K. (2009). Causation in educational research. New York, NY: Routledge.

    Google Scholar 

  • Morse, J. M. (2010). Simultaneous and sequential qualitative mixed method designs. Qualitative Inquiry, 16(6), 483–491. doi:10.1177/1077800410364741.

    Article  Google Scholar 

  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Naidu, S., & Järvelä, S. (2006). Analyzing CMC content for what? Computers in Education, 46(1), 96–103. doi:10.1016/j.compedu.2005.04.001.

    Article  Google Scholar 

  • Newton, P. M., & Burgess, D. (2008). Exploring types of educational action research: Implications for research validity. International Journal of Qualitative Methods, 7(4), 19–30.

    Article  Google Scholar 

  • Ng’ambi, D. (2008). A critical discourse analysis of students’ anonymous online postings. International Journal of Information and Communication Technology Education, 4(3), 31–39.

    Article  Google Scholar 

  • Oates, B. J. (2002). Co-operative inquiry: Reflections on practice. Electronic Journal of Business Research Methods, 1(1), 27–27. http://www.ejbrm.com/issue/download.html?idArticle=102

    Article  Google Scholar 

  • Oliver, M., & Carr, D. (2009). Learning in virtual worlds: Using communities of practice to explain how people learn from play. British Journal of Educational Technology, 40(3), 444–457. doi:10.1111/j.1467-8535.2009.00948.x.

    Article  Google Scholar 

  • Onwuegbuzie, A. J., Johnson, R. B., & Collins, K. M. (2009). Call for mixed analysis: A philosophical framework for combining qualitative and quantitative approaches. International Journal of Multiple Research Approaches, 3(2), 114–139.

    Article  Google Scholar 

  • Onwuegbuzie, A. J., & Leech, N. L. (2004). Enhancing the interpretation of “significant” findings: The role of mixed methods research. The Qualitative Report, 9(4), 770–792.

    Google Scholar 

  • Onwuegbuzie, A. J., & Leech, N. L. (2005). A typology of errors and myths perpetuated in educational research textbooks. Current Issues in Education, 8(7). Retrieved from http://cie.asu.edu/volume8/index.html

  • Onwuegbuzie, A. J., & Leech, N. L. (2007). Validity and qualitative research: An oxymoron? Quality and Quantity, 41(2), 233–249. doi:10.1007/s11135-006-9000-3.

    Article  Google Scholar 

  • Ospina, S., El Hadidy, W., & Hofmann-Pinilla, A. (2008). Cooperative Inquiry for learning and connectedness. Action Learning, 5(2), 131–147.

    Article  Google Scholar 

  • Palaigeorgiou, G., Triantafyllakos, G. N., & Tsinakos, A. (2011). What if undergraduate students designed their own web learning environment? Exploring students’ web 2.0 mentality through participatory design. Journal of Computer Assisted Learning, 27(2), 146–159. doi:10.1111/j.1365-2729.2010.00382.x

    Article  Google Scholar 

  • Pacheco, M. (2010). English-Language learners reading achievement: Dialectical relationships between policy and practices in meaning-making opportunities. Reading Research Quarterly, 45(3), 292–317. doi:10.1525/aeq.1988.19.3.05x1565e.

    Article  Google Scholar 

  • Pan, C.-C., & Thompson, K. (2009). Exploring dynamics between instructional designers and higher education faculty: An ethnographic case study. Journal of Educational Technology Development and Exchange, 2(1), 33–52. Retrieved from http://www.sicet.org/journals/jetde/jetde.html

    Google Scholar 

  • Park, J.-r. (2007). Interpersonal and affective communication in synchronous online discourse. The Library Quarterly, 77(2), 133–155.

    Article  Google Scholar 

  • Paulus, T. M., Woodside, M., & F., Z. M. (2010). “I tell you, it’s a journey, isn’t it?” Understanding collaborative meaning making in qualitative research. Qualitative Inquiry, 16(10), 852–862. doi:10.1177/1077800410383124

    Article  Google Scholar 

  • *Randolph, J. J. (2008). Multidisciplinary methods in educational technology research and development. Hameenlinna, Finland: HAMK. Retrieved from http://www.archive.org/details/MultidisciplinaryMethodsInEducationalTechnologyResearchAndDevelopment

  • Randolph, J. J., Julnes, G., & Sutinen, E. (2009). Trends, tribes, and territories in computer science education research. Journal for Computing Teachers, 1–19.

    Google Scholar 

  • Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. International Review of Research in Open and Distance Learning, 12(3), 139–160. Retrieved from http://www.irrodl.org/

  • Reason, P., & Heron, J. (2004). A layperson’s guide to co-operative inquiry. http://www.bath.ac.uk/carpp/publications/coop_inquiry.html

    Article  Google Scholar 

  • Reedy, G. B. (2008). PowerPoint, interactive whiteboards, and the visual culture of technology in schools. Technology, Pedagogy and Education, 17(2), 143–162. doi:10.1080/14759390802098623.

    Article  Google Scholar 

  • Reimers, F. (2009). Enlightening globalization: An opportunity for continuing education. Continuing Higher Education Review, 73, 32–45.

    Article  Google Scholar 

  • Roblyer, M. D., & Knezek, G. A. (2003). New millennium research for educational technology: A call for a national research agenda. Journal of Research on Technology in Education, 36(1), 60–71.

    Google Scholar 

  • Rogers, P., Graham, C., & Mayes, C. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally. Educational Technology Research and Development, 55(2), 197–217. doi:10.1007/s11423-007-9033-x.

    Article  Google Scholar 

  • Rosenthal, R., & Jacobson, L. (1992). Pygmalion in the classroom (expanded ed.). New York: Irvington. Retrieved from JSTOR.

    Google Scholar 

  • Ross, S. M., & Morrison, G. R. (2007). Getting started in instructional technology research (4th ed.). Bloomington, IN: Association for Educational Communications and Technology (AECT).

    Google Scholar 

  • Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17–35. Retrieved from http://www.cedtech.net/

  • Rostvall, A.-L., & West, T. (2005). Theoretical and methodological perspectives on designing video studies of interaction. International Journal of Qualitative Methods, 4(4), 1–26.

    Google Scholar 

  • Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77–88. doi:10.1016/j.iheduc.2006.10.001.

    Article  Google Scholar 

  • Roytek, M. A. (2010). Enhancing instructional design efficiency: Methodologies employed by instructional designers. British Journal of Educational Technology, 41(2), 170–180. doi:10.1111/j.1467-8535.2008.00902.x.

    Article  Google Scholar 

  • Rymes, B. (2001). Conversational borderlands: Language and identity in an alternative urban high school. New York: Teachers College Press.

    Google Scholar 

  • *Savenye, W. C., & Robinson, R. S. (1996). Qualitative research issues and methods: An introduction for educational technologists. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (1st ed., pp. 1171–1195). New York, NY: Macmillan Library Reference.

    Google Scholar 

  • Schwartzman, L. (2007). Student defensiveness as a threshold to reflective learning in software design. Informatics in Education, 6(1), 197–214. Retrieved from Google Scholar.

    Google Scholar 

  • Seidl, B. (2007). Working with communities to explore and personalize culturally relevant pedagogies: Push, double images, and raced talk. Journal of Teacher Education, 58(2), 168–183. doi:10.1177/0022487106297845

    Article  Google Scholar 

  • Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education (2nd ed.). New York: Teachers College Press.

    Google Scholar 

  • Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., & Bell, L. (2007). Research on the effectiveness of technology in schools: The roles of pedagogy and content. Contemporary Issues in Technology and Teacher Education, 7(1), 456–460.

    Google Scholar 

  • Schuck, S., Aubusson, P., & Kearney, M. (2010). Web 2.0 in the classroom? Dilemmas and opportunities inherent in adolescent Web 2.0 engagement. Contemporary Issues in Technology and Teacher Education, 10(2), 234–246.

    Google Scholar 

  • Seaman, J. (2008). Adopting a grounded theory approach to cultural-historical research: Conflicting methodologies or complementary methods? International Journal of Qualitative Methods, 7(1), 1–17. Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/1616

    Google Scholar 

  • Shah, S. K., & Corley, K. G. (2006). Building better theory by ­bridging the quantitative–qualitative divide. Journal of Management Studies, 43(8), 1821–1835. doi:10.1111/j.1467-6486.2006.00662.x.

    Article  Google Scholar 

  • Shaw, S. M., Walls, S. M., Dacy, B. S., Levin, J. R., & Robinson, D. H. (2010). A follow-up note on prescriptive statements in nonintervention research studies. Journal of Educational Psychology, 102(4), 982–988. doi:10.1037/a0020924.

    Article  Google Scholar 

  • Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage.

    Google Scholar 

  • Sliwa, M. (2009). This is not the same city: Narratives of postsocialist spatial change. Journal of Organizational Change Management, 22(6), 650–667. doi:10.1108/09534810910997050.

    Article  Google Scholar 

  • Smith, J. (2009). Judging research quality: From certainty to contingency. Qualitative Research in Sport, Exercise and Health, 1(2), 91–100.

    Article  Google Scholar 

  • Solomon, D. (2000). Toward a post-modern agenda in instructional technology. Educational Technology Research and Development, 48(4), 5–20. doi:10.1007/bf02300497.

    Article  Google Scholar 

  • Soter, A. O., Wilkinson, I. A., Murphy, P. K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal of Educational Research, 47(6), 372–391. doi:10.1016/j.ijer.2009.01.001.

    Article  Google Scholar 

  • Souto-Manning, M. (2006). A critical look at bilingualism discourse in public schools: Autoethnographic reflections of a vulnerable observer. Bilingual Research Journal, 30(2), 19. Retrieved from Google Scholar.

    Article  Google Scholar 

  • Spatariu, A., Quinn, L. F., & Hartley, K. (2007). A review of research on factors that impact aspects of online discussions quality. TechTrends: Linking Research & Practice to Improve Learning, 51, 44–45. doi:10.1007/s11528-007-0041-9.

    Google Scholar 

  • Spradley, J. P. (1980). Participant observation. New York: Holt, Reinhart, & Winston.

    Google Scholar 

  • Stake, R. E. (2006). Multiple case study analysis. New York, NY: Guilford Press.

    Google Scholar 

  • Stake, R. E. (2008). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (3rd ed., pp. 119–149). Los Angeles, CA: Sage.

    Google Scholar 

  • Stake, R. E. (2010). Qualitative research: Studying how things work. New York, NY: Guilford Press.

    Google Scholar 

  • Stein, S. J., Shephard, K., & Harris, I. (2011). Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand. British Journal of Educational Technology, 42(1), 145–165. doi:10.1111/j.1467-8535.2009.00997.x.

    Article  Google Scholar 

  • Sutin, A. R., & Gillath, O. (2009). Autobiographical memory phenomenology and content mediate attachment style and psychological distress. Journal of Counseling Psychology, 56(3), 351–364.

    Article  Google Scholar 

  • Symonds, J. E., & Gorard, S. (2010). Death of mixed methods? Or the rebirth of research as a craft. Evaluation & Research in Education, 23(2), 121–136. doi:10.1080/09500790.2010.483514.

    Article  Google Scholar 

  • Tabachnick, B. R., & Zeichner, K. (1999). Idea and action: Action research and the development of conceptual change teaching of science. Science Education, 83(3), 309–322.

    Article  Google Scholar 

  • Taber, N. (2010). Institutional ethnography, autoethnography, and narrative: An argument for incorporating multiple methodologies. Qualitative Research, 10(1), 5–25. doi:10.1177/1468794109348680.

    Article  Google Scholar 

  • Thompson, A. D. (2005). Scientifically based research: Establishing a research agenda for the technology in teacher education community. Journal of Research on Technology in Education, 37(4), 331–337.

    Google Scholar 

  • Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. doi:10.1177/1077800410383121.

    Article  Google Scholar 

  • Travers, M. (2009). New methods, old problems: A sceptical view of innovation in qualitative research. Qualitative Research, 9(2), 161–179. doi:10.1177/1468794108095079.

    Article  Google Scholar 

  • Triantafyllakos, G. N., Palaigeorgiou, G. E., & Tsoukalas, I. A. (2008). We!Design: A student-centred participatory methodology for the design of educational applications. British Journal of Educational Technology, 39(1), 125–139. doi:10.1111/j.1467-8535.2007.00740.x

    Article  Google Scholar 

  • Trigwell, K. (2006). Phenomenography: An approach to research into geography education. Journal of Geography in Higher Education, 30(2), 367–372. Retrieved from Google Scholar.

    Article  Google Scholar 

  • Trilling, B., & Fadel, C. (2009). 21st Century skills: Learning for life in our times. New York: Jossey-Bass.

    Article  Google Scholar 

  • Tufford, L., & Newman, P. (2010). Bracketing in qualitative research. Qualitative Social Work. doi:10.1177/1473325010368316.

    Google Scholar 

  • Turkle, S. (2011). Alone together. New York, NY: Basic Books.

    Article  Google Scholar 

  • Twining, P. (2010). Educational information technology research methodology: Looking back and moving forward. In A. McDougall, J. Murnane, A. Jones, & N. Reynolds (Eds.), Researching IT in education – Theory, practice and future directions (pp. 153–168). London: Routledge.

    Google Scholar 

  • Urquhart, C. (2012). Grounded theory for qualitative analysis. Thousand Oaks, CA: Sage.

    Google Scholar 

  • U.S. Department of Education National Center for Education Statistics. (2007). The condition of education 2007. Washington, DC: U.S. Government Printing Office.

    Article  Google Scholar 

  • Valcke, M., & Martens, R. (2006). The problem arena of researching computer supported collaborative learning: Introduction to the special section. Computers in Education, 46(1), 1–5. doi:10.1016/j.compedu.2005.04.004.

    Article  Google Scholar 

  • Van Manen, M. (1995). Epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1(1), 33–50.

    Article  Google Scholar 

  • VanWynsberghe, R., & Khan, S. (2007). Redefining case study. International Journal of Qualitative Methods, 6(2), 1–10.

    Google Scholar 

  • Virtanen, V., & Lindblom-Ylänne, S. (2010). University students’ and teachers’ conceptions of teaching and learning in the biosciences. Instructional Science, 38, 355–370. Retrieved from http://dx.doi.org/10.1007/s11251-008-9088-z.

    Article  Google Scholar 

  • Vuojärvi, H., Isomäki, H., & Hynes, D. (2010). Domestication of a laptop on a wireless university campus: A case study. Australasian Journal of Educational Technology, 26(2), 250–267. Retrieved from http://www.ascilite.org.au/ajet/ajet26/ajet26.html

  • Walford, G. (2001). Doing qualitative educational research: A personal guide to the research process. New York, NY: Continuum.

    Google Scholar 

  • Warwick, P., Mercer, N., Kershner, R., & Staarman, J. K. (2010). In the mind and in the technology: The vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard. Computers in Education, 55(1), 350–362. doi:10.1016/j.compedu.2010.02.001.

    Article  Google Scholar 

  • Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2010). Keeping pace with K-12 online learning: An annual review of state-level policy and practice. Vienna, VA: North American Council for Online Learning.

    Article  Google Scholar 

  • Wegerif, R., Mercer, N., & Dawes, L. (1998). Software design to support discussion in the primary curriculum. Journal of Computer Assisted Learning, 14(3), 199–211.

    Article  Google Scholar 

  • Wertz, F. J., Charmaz, K., McMullen, L. M., Josselson, R., Anderson, R., & McSpadden, E. (2011). Five ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative eesearch, and intuitive inquiry. New York, NY: The Guilford Press.

    Google Scholar 

  • Whipp, J., & Lorentz, R. (2009). Cognitive and social help giving in online teaching: An exploratory study. Educational Technology Research and Development, 57(2), 169–192. doi:10.1007/s11423-008-9104-7.

    Article  Google Scholar 

  • Wiles, R., Pain, H., & Crow, G. (2010). Innovation in qualitative research methods: A narrative review NCRM Working Paper: Economic and Social Research (ESRC) National Centre for Research methods. Retrieved from http://eprints.ncrm.ac.uk/919/

  • Williamson, A., Nodder, C., & Baker, P. (2001). Educational technology research in New Zealand: A literature review. Proceedings of the 14th Annual National Advisory Committee on Computing Qualifications (NACCQ) Conference 2001 (Vol. NACCQ, pp. 169–176), Napier, New Zealand. Retrieved from http://www.naccq.ac.nz/index.php/conference-2001

  • *Willis, J. W. (2008). Qualitative research methods in education and educational technology. Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (2nd ed., pp. 1–33). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Wolcott, H. F. (2001). Ethnographic research in education. In C. Conrad, J. G. Haworth, & L. R. Lattuca (Eds.), Qualitative research in higher education: Expanding perspectives (2nd ed., pp. 155–172). Boston, MA: Pearson Education. (Reprinted from: 1997).

    Google Scholar 

  • Wolcott, H. F. (2008). Ethnography: A way of seeing. Lanham, MD: Altamira Press.

    Google Scholar 

  • Wong, E. M. L., Li, S. S. C., Choi, T.-h., & Lee, T.-n. (2008). Insights into innovative classroom practices with ICT: Identifying the impetus for change. Educational Technology & Society, 11(1), 248–265. Retrieved from http://www.ifets.info/

    Google Scholar 

  • Wooffitt, R. (2005). Conversation analysis and discourse analysis: A comparative and critical introduction. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Yanchar, S., South, J., Williams, D., Allen, S., & Wilson, B. (2010). Struggling with theory? A qualitative investigation of conceptual tool use in instructional design. Educational Technology Research and Development, 58(1), 39–60. doi:10.1007/s11423-009-9129-6.

    Article  Google Scholar 

  • Yang, M. (2008). Rethinking lifelong learning through online distance learning in Chinese educational policies, practices and research. British Journal of Educational Technology, 39(4), 583–597. doi:10.1111/j.1467-8535.2007.00766.x.

    Article  Google Scholar 

  • Yin, R. K. (2008). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Yin, R. K. (2011). Qualitative research from start to finish. New York, NY: Guilford Press.

    Google Scholar 

  • Yoshimura, M. (2008). Educators in American online universities: Understanding the corporate influence on higher education. Journal of Education for Teaching, 34(4), 295–305. doi:10.1080/02607470802401412.

    Article  Google Scholar 

  • Yorks, L. & Kasl, E. (2002). Collaborative inquiry as a strategy for adult learning. In Yorks, L. and Kasl, E. (Eds). New Directions for Adult and Continuing Education no. 94 (pp. 1–11). San Francisco, CA: Jossey-Bass.

    Article  Google Scholar 

  • Zemel, A., Xhafa, F., & Cakir, M. (2007). What’s in the mix? Combining coding and conversation analysis to investigate chat-based problem solving. Learning and Instruction, 17(4), 405–415. doi:10.1016/j.learninstruc.2007.03.006.

    Article  Google Scholar 

  • Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds. Educational Technology Research and Development, 55(2), 117–145. doi:10.1007/s11423-006-9019-0.

    Article  Google Scholar 

  • Zimmer, M. (2010). “But the data is already public”: On the ethics of research in Facebook. Ethics and Information Technology, 12(4), 313–325. doi:10.1007/s10676-010-9227-5.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Library and Information Studies, College of Communication & Information, Florida State University, 230 Louis Shores Building, Tallahasse, FL, 32306-2100, USA

    Marcia A. Mardis

  2. Department of Educational Technology, University of Hawaii at Manoa, 1776 University Avenue, Wist 231, Honolulu, HI, 96822, USA

    Ellen S. Hoffman

  3. Instructional Psychology & Technology, Brigham Young University, 150-K MCKB, Provo, UT, 84602, USA

    Peter J. Rich

Authors
  1. Marcia A. Mardis
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ellen S. Hoffman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Peter J. Rich
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ellen S. Hoffman .

Editor information

Editors and Affiliations

  1. , Department of Learning Technologies, C, University of North Texas, North Elm 3940, Denton, 76207-7102, Texas, USA

    J. Michael Spector

  2. W. Sunset Blvd. 1812, St. George, 84770, Utah, USA

    M. David Merrill

  3. , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Andreas Vesaliusstraat 2, Leuven, 3000, Belgium

    Jan Elen

  4. Research Drive, Iacocca A109 111, Bethlehem, 18015, Pennsylvania, USA

    M. J. Bishop

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Mardis, M.A., Hoffman, E.S., Rich, P.J. (2014). Trends and Issues in Qualitative Research Methods. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_15

Download citation

Publish with us

Policies and ethics

Search

Navigation