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6 th NCRM Methods Festival, July 2014 St Catherine’s College, University of Oxford

Use of qualitative software: lessons for instructors from qualitative longitudinal research into the acceptance and adoption of technology. 6 th NCRM Methods Festival, July 2014 St Catherine’s College, University of Oxford Christina Silver & Christine Rivers CAQDAS Networking Project

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6 th NCRM Methods Festival, July 2014 St Catherine’s College, University of Oxford

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  1. Use of qualitative software: lessons for instructors from qualitative longitudinal research into the acceptance and adoption of technology 6th NCRM Methods Festival, July 2014 St Catherine’s College, University of Oxford Christina Silver & Christine Rivers CAQDAS Networking Project Department of Sociology, University of Surrey

  2. Overview • Process of developing CAQDAS Postgraduate Learning Model (CPLM) • Research design & analytic strategy • Theories of technology acceptance and adoption • 3 phases of learning • External factors mediating learning and adoption • Lessons learnt: on-going support for CAQDAS users

  3. Starting point Qualitative Innovations in CAQDAS (QUIC) • Qualitative longitudinal tracking • Observations • Support sessions Computer-assisted thematic analysis

  4. Training model Intensive two-day introductory training • Software in the context of qualitative research • Comprehensive product overview • Development of personalised computer-assisted analytic strategy • Demonstration • Discussion • Guided learning • Independent experimentation Training evaluations

  5. Main findings • a) training contributes to the consolidation and extension of learners' prior conceptualisations of the potential of software and positively impacts on their intentions to use software;  • b) post-training enthusiasm is tempered by confusions about and frustrations with software tools encountered during independent software use; and  • c) challenges experienced with using CAQDAS are attributed to lack of software functionality but actually relate to • methodological awareness • analytic adeptness • technological savviness

  6. Analytic need <> technological savviness

  7. Methodological awareness <> analytic need

  8. Analytic need <>(knowledge of functionality) <> technological savviness

  9. the million dollar question “I’ve done the coding (and created 450 codes)…what do I do next…?”

  10. Actual use of software • Increased length of use > increased confusion • “Lack of functionality” (incorrectly) blamed • Tensions • Methodological awareness <>analytic need <> knowledge about functions Perceived usefulness tempered by actual use Literature Demand for training Software development

  11. Proliferation of features knowledge about functions …unclear pathways… …efficient software use…effective analysis Ease of use confusions…inadequacies…criticisms increased familiarity > decreases confidence > increases frustration

  12. Confusions… …conceptualised in terms of (lack of) software functionality BUT… …indicative of lack of clarity around analytic need Moving on from coding Coding scheme structures Identifying patterns and relationships

  13. Construction of postgraduate learner cohort >>>Secondary analysis of constructed dataset of cohort of postgraduate students 26 postgraduate students 5 interviews, 5 support sessions 16 complete sets of longitudinal survey data 8 interviews with software trainers

  14. TAM and STAM concepts used to develop CPLM

  15. CAQDAS Postgraduate Learning Model (CPLM)

  16. Implications for learners and instructors QUESTION Lack of CAQDAS integration into methods training undergraduate and postgraduate SOLUTIONS… Curriculum innovation (learning & teaching as a process) Nature of learning (encouragement of creative & independent use rather than ideal use)

  17. Thank you • CAQDAS Networking Project http://www.surrey.ac.uk/sociology/research/researchcentres/caqdas/index.htm • Online QDA http://onlineqda.hud.ac.uk • Davis, F. (1989) Perceived usefulness, perceived ease of use and user acceptance of information technology, MIS Quarterly,(13, 3), September, 1989, pp. 319-340. • Silver C & Lewins A (2014) Using Software in Qualitative Research: A Step-by-Step Guide, Sage Publications, London https://study.sagepub.com/using-software-in-qualitative-research • Silver C & Lewins A “Computer-Assisted Analysis of Qualitative Research”, in Patricia Leavy (ed.) (2014) The Oxford Handbook of Qualitative Research, Oxford University Press. http://global.oup.com/academic/product/the-oxford-handbook-of-qualitative-research-9780199811755 • Renaud, K., & Van Biljon, J. (2008, October). Predicting technology acceptance and adoption by the elderly: a qualitative study. In Proceedings of the 2008 annual research conference of the South African Institute of Computer Scientists and Information Technologists on IT research in developing countries: riding the wave of technology (pp. 210-219). • Woolf N & Silver C (forthcoming) How to use ATLAS.ti Powerfully, Woolf Publishing, Santa Barbara, US (comparative texts for NVivo and MAXQDA available in 2015)Twitter : https://twitter.com/Christina_QDASQual-software discussion list : http://www.jiscmail.ac.uk/lists/qual-software.htmlLinkedIn http://www.linkedin.com/pub/christina-silver/24/202/7a1

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