Abstract
The inherent demand for scientific production commonly leads us to rely on digital tools for the data analysis process, such as Computer Assisted Qualitative Data Analysis Software. However, learning those tools can be challenging for researchers, especially since it is commonly an autonomous task. Taking that into account, webQDA software displays a “Help” feature which intends to support its users to boost the self-learning process. Aiming to understand the potential of this feature, an evaluation workshop was carried out with 22 participants. It was possible to verify a significant user satisfaction, being the “clarity of the instructions” and the “Ease of use” the highest valued aspects of the “Help” feature in webQDA. It was possible to infer that this feature is a viable option to support the self-learning process of this particular software.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
AIGA/DOT: Symbol Signs of American Institute of Graphic Arts for Department of Transportation
Albuquerque Costa, F., et al.: Recursos Educativos para uma Aprendizagem Autónoma e Significativa. Algumas Características Essenciais. In: Lozano, A.B., et al. (eds.) Libro de Actas do XI Congreso Internacional Galego-Portugués de Psicopedagoxía, pp. 1609–1615. Universidade da Coruña, A Coruña (2011)
Clara, S., Swasty, W.: Pictogram on signage as an effective communication. J. Sosioteknologi. 16(2), 166–175 (2017). https://doi.org/10.5614/sostek.itbj.2017.16.2.2
Clawson, T.H., et al.: Using pictograms for communication. Mil. Med. 177(3), 291–295 (2012). https://doi.org/10.7205/milmed-d-11-00279
Davidson, J., Jacobs, C.: The implications of qualitative research software for doctoral work: considering the individual and institutional context. Qual. Res. J. 8(2), 73–80 (2008). https://doi.org/10.3316/QRJ0802072
Eranki, K.L.N., Moudgalya, K.M.: Comparing the effectiveness of self-learning java workshops with traditional classrooms. Educ. Technol. Soc. 19(4), 59–74 (2016)
Freitas, F., et al.: O Manual de Utilizador de um Software de Análise Qualitativa: as perceções dos utilizadores do webQDA. Rev. lbérica Sist. e Tecnol. Informação. 19(09), 107–117 (2016)
Gilbert, L.: Tools and trustworthiness: a historical perspective. In: Seventh Conference on Strategies in Qualitative Research. Methodological Issues and Practices in Using QSR NVivo and NUD*IST, University of Durham (2006)
Gilbert, L.S., et al.: Tools for analyzing qualitative data: the history and relevance of qualitative data analysis software. In: Spector, J.M., et al. (eds.) Handbook of Research on Educational Communications and Technology, 4th edn., pp. 347–248. Springer, New York (2014). https://doi.org/10.1007/978-1-4614-3185-5
Lima Santos, N., Faria, L.: Desafios da avaliação da auto-aprendizagem em contexto sócio-laboral. Rev. Psicol. Mil. 14, 163–184 (2003)
Lima Santos, N., Faria, L.: Escala de auto-aprendizagem. In: Simões, M.R., et al. (eds.) Avaliação psicológica: instrumentos validados para a população portuguesa, pp. 137–148. Editora Quarteto, Coimbra (2007)
Lima Santos, N., Gomes, I.: Transformações e Tendências do Ensino-Aprendizagem na Era Digital: Alguns Passos para uma Arqueologia de um novo Saber-Poder. Rev. Antropológicas. 11, 143–159 (2009)
Magalhães, M.S.N.: Auto-conceito de competência e auto-aprendizagem em alunos do ensino secundário: Comparação de cursos científico-humanísticos com cursos profissionais. Universidade Fernando Pessoa (2011)
Martin, B., et al.: Evaluating and improving adaptive educational systems with learning curves. User Model. User-adapt. Interact. 21(3), 249–283 (2011). https://doi.org/10.1007/s11257-010-9084-2
Pickles, M.: Como funciona a universidade sem professores inaugurada nos EUA - BBC Brasil. http://www.bbc.com/portuguese/internacional-37797400
Preece, J., et al.: Interaction Design: Beyond Human - Computer Interaction. Wiley, New York (2002)
Silver, C., Rivers, C.: The CAQDAS postgraduate learning model: an interplay between methodological awareness, analytic adeptness and technological proficiency. Int. J. Soc. Res. Methodol. J. 1364–5579 (2015). https://doi.org/10.1080/13645579.2015.1061816
Silver, C., Woolf, N.H.: Five-Leves QDA. https://digitaltoolsforqualitativeresearch.org/2016/11/15/five-level-qda/
Silver, C., Woolf, N.H.: From guided-instruction to facilitation of learning: the development of five-level QDA as a CAQDAS pedagogy that explicates the practices of expert users. Int. J. Soc. Res. Methodol. 18(5), 527–543 (2015). https://doi.org/10.1080/13645579.2015.1062626
webQDA: About webQDA. https://www.webqda.net/o-webqda/?lang=en
Acknowledgments
This work was supported by Portuguese National Funding Agency for Science, Research and Technology (FCT - Fundação para a Ciência e a Tecnologia), under the project grant UID/CED/00194/2019. The presented data was originally collected in Portuguese, and this is a free proposed translation from the authors.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Freitas, F., Leite, C.V., de Souza, F.N., Costa, A.P. (2020). How the “Help” Feature Can Boost the Self-learning Process of CAQDAS: The webQDA Case Study. In: Costa, A., Reis, L., Moreira, A. (eds) Computer Supported Qualitative Research. WCQR 2019. Advances in Intelligent Systems and Computing, vol 1068. Springer, Cham. https://doi.org/10.1007/978-3-030-31787-4_14
Download citation
DOI: https://doi.org/10.1007/978-3-030-31787-4_14
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-31786-7
Online ISBN: 978-3-030-31787-4
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)