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Qualitative Case Study Research, OEIS Technologies, Learning, and Performance

Qualitative Case Study Research, OEIS Technologies, Learning, and Performance. Panel Members: Susan Feather-Gannon Sheila Handy Lynn Bacon Keane Bridget N. O’Connor. Agenda. Why Qualitative research? The Case Studies The research problem Selecting the case Data collection approaches

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Qualitative Case Study Research, OEIS Technologies, Learning, and Performance

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  1. Qualitative Case Study Research, OEIS Technologies, Learning, and Performance Panel Members: Susan Feather-Gannon Sheila Handy Lynn Bacon Keane Bridget N. O’Connor

  2. Agenda • Why Qualitative research? • The Case Studies • The research problem • Selecting the case • Data collection approaches • Trustworthiness • Data analysis and interpretation • Computer tools for data analysis • Suggestions for writing up results

  3. The Qualitative Difference • “Qualitative approaches attempt to uncover meaning via analysis of non-numerical data that come from multiple sources of information including interviews, observations, audio-visual materials, and existing and researcher-developed documents.” • Movie vs. snapshot O’Connor, B. N. (2002). Qualitative case study research in business education. The Delta Pi Epsilon Journal, 44(2), 80.

  4. Case Study • “An exploration of a ‘bounded system’ or a case (or multiple cases) over time through detailed, in-depth data collection involving multiple sources of information rich in context.” Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage, 61.

  5. Why Qualitative Case Study? • Complex problems • OEIS technologies • Learning • Group • Individual • Performance • Environment • Corporate • Academic

  6. The Case Studies • Caouette, M. J. (1995). The impact of group support systems on corporate teams’ stages of development. Unpublished doctoral dissertation, NYU. • Feather, S. R. (1998). The impact of group support systems on the stages of development of groups engaged in collaborative learning. Unpublished doctoral dissertation, NYU. • O’Connor, B. N. (1999). A groupware-based peer review process: An exploratory case study. Informing Science, (2)1, 11-18. • Handy, S. A. (2002). An exploratory study of learner use of a computerized accounting tutorial. Unpublished doctoral dissertation, NYU. • Keane, L. B. (In process). A technology-supported academic community of practice: A case study. Unpublished doctoral dissertation, NYU.

  7. Establishing the research problem • What to study and why? • Based in the literature • New research is needed • Conflicting evidence • A knowledge void • Incomplete knowledge

  8. Selecting the case • Unit of analysis • The individual • A group • An organization • Opportunistic

  9. Interviews One-on-one Focus groups Observations Analytic memos Guided observations Think aloud protocol Media Asynchronous data Email Discussion forums Audio tapes Video tapes Data collection techniques

  10. Trustworthiness strategies • Member checks • Peer review • Multiple observers • Multiple data sources • External audit

  11. Data analysis and interpretation • Describe the case and its setting in detail • Stake (1995) suggests four forms • Categorical aggregation • Direct interpretation • Establish patterns • Develop naturalistic generalizations • Researcher-developed generalizations • Relate back to literature review and research questions Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.

  12. Computer tools for qualitative data analysis • Text retrievers: Metamorph • Text-based manager: askSam • Code and retrieve: The Ethnograph • Code-based theory builders: NUD*IST • Conceptual network builders: Inspiration Weitzman, E. A., & Miles, M. B. (1995). Computer programs for qualitative data analysis. Thousand Oaks, CA: Sage.

  13. Suggestions for writing up results • Begin with a story or first-person narratives • Describe all data and procedures, processes, and tools used • Discuss results related to literature • Recommend future research topics and investigative methods

  14. Questions? Susan Feather-Gannon: sfeathergannon@pace.edu Sheila Handy: handys@lafayette.edu Lynn Bacon Keane: lbkeane@aol.com Bridget N. O’Connor: bridget.oconnor@nyu.edu

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