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Susi Peacock, Sarah Williams, Ann Robertson and Maria Giatsi

Using learning content management systems as a research tool for online focus groups “The coming of the Internet has posed a significant challenge for our understanding of research methods.” (Hine 2005) “Computer technology permeates every aspect of contemporary living.” (Kenny 2005).

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Susi Peacock, Sarah Williams, Ann Robertson and Maria Giatsi

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  1. Using learning content management systems as a research tool for online focus groups“The coming of the Internet has posed a significant challenge for our understanding of research methods.” (Hine 2005)“Computer technology permeates every aspect of contemporary living.” (Kenny 2005) Susi Peacock, Sarah Williams, Ann Robertson and Maria Giatsi

  2. Overview • Moving the focus group online • Outline of an online focus group • Case studies • Advantages and disadvantages of using an institutionally-based Content Manage System such as WebCT

  3. Moving the focus group online • Focus groups originate from market research • Online questionnaire first accepted especially in market research • Covert monitoring of groups online • Interviews moved online (email interview) • The focus group online has not been so widely adopted: “To date, social scientists, despite their enthusiastic uptake of face-to-face focus group method … have been slower to adopt this particular online method.” (Turney and Pockney, 2005)

  4. What is an online focus group? • Or what is it not: • group interview or individual interview online • covert observations of a naturally forming group online • It could be: • Synchronous • Asynchronous • Using virtual representation such as avatars • Technology used: • Closed email lists • Usenet groups • Bulletin boards • Content Management Systems (CMS) such as WebCT, BlackBoard, MOODLE

  5. Case studies: online focus groups • Lee and Tan (2001): tutors’ attitudes to using online discussion groups for IT • Kenny (2005): rural nurses in Australia chosen to convert to the first level of nursing • Turney and Pocknee(2005): attitudes to paternity testing and stem cell research • Im and Chee (2006): experience of cancer patients • Alder and Zarchin (2002): lived experience of pregnant women confined to bed rest

  6. Our case studies • Occupational therapists perceptions of preterm children’s academic difficulties in the early years of mainstream schooling • Understanding anorexia nervosa: the maintainer’s perspective • Back pain sufferers’ perceptions of self help for pain management

  7. What are the advantages of using an institutional CMS? • A CMS can provide a secure, confidential, safe online research environment • Institutional policies • Password protected area • Enforcement of ground rules: ‘netetiquette’ • A CMS can offer the research a distinctive, user-friendly, customisable environment • The institutional support available for the CMS can be called upon by the participants and researcher

  8. What are the issues for researchers using a LCMS? • Ownership of the LCMS • Who has access? • What happens if there is a Freedom of Information request? • How much support is really available and when? • Accessibility • How compliant is a LCMS for those who have a visual impairment?

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