basic interpretive studies
TRANSCRIPT
BASIC INTERPRETIVE
STUDIES
CHUNCHAI JUTASEN
A basic interpretative studies
A basic interpretative studies
The Purpose/ question researcher
A basic interpretative studies
Interpretive Studies
Merriam B. Sharan, The Nature of Qualitative Inquiry,2002 : 6-7 )
Interpretive Studies
Orlikowski and Baroudi, 1991
Interpretive
(Walsham. 1993)
A basic interpretative studies provides
descriptive accounts targeted to understanding
a phenomenon using data that might be
collected in a variety of ways, such as
interviews, observations, and document
review. The purpose in to understand the world
or experience of another. These are the most
simple and most common qualitative studies.
(Donald Ary, Lucy Cheser Jacobs, Asghar
Razavieh, Chris Sorensen, 2009 : P453)
The Purpose/ question
researcher
The central purpose of these studies is to understand the world or the experience of another
The underlying question the researcher is asking is
“How are events, processes, and activities perceived by participants?”
the basic goal of interpretive studies is to understand the meaning people make of their experiences, assuming that people create their own meanings as they interact with the world around them.
basic interpretive
studies
Basic qualitative studies, also called basic
interpretive studies
Provide rich descriptive accounts targeted to
understanding a phenomenon, a process, or a
particular point of view form the perspective of
those involved
Basic interpretive studies are more simplistic
compared to other qualitative approaches
basic interpretive
studies
They are not restricted to a particular
phenomenon as in case studies.
They do not seek to explain sociocultural
aspects as in ethnography
They do not seek to enter the subject’s
conceptual world to explain the “essence” as
in phenomenology.
basic interpretive
studies
They do not seek to define theory as in
grounded theory research.
They do not convey life stories through
narrative analysis, delve into history, or focus
on analyzing content.
basic interpretive
studies
These studies are, as the name implies, basic.
They describe and attempt to interpret
experience.
These studies are the most common
qualitative studies and are used in a variety of
disciplines, including education.
basic interpretive
studies
They may use a variety of data collection
techniques, including interviews and
observations as well ass review documents.
They may draw from diverse theoretical
orientations.
Data analysis typically involves categorization
and development of patterns or themes,
interpreted by the researcher through his or
her own disciplinary lens.
basic interpretive
studies
Often, these studies may be shorter in duration
than some of the other qualitative forms, with
the researcher not as fully involved in the
context.
Many beginning qualitative researchers conduct basic interpretive studies. Such questions as “How did teachers feel about the new curriculum” or “What instructional strategies do students think are engaging and why” might be answered in a basic qualitative study using interviewing or focus group techniques,
these basic studies may use a variety of techniques for collecting data, such as such as interviews, observations, and document review.
Analysis focused on identifying recurrent themes or patterns.
For Example, a researcher might interviewing students at various high school grade levels about their experiences in the classroom to try and understand their perceptions on instructional techniques. By searching of themes and patterns on the data. The researcher could attempt to answer the question about which strategies appear to engage the students. Or the researcher could
Videotape or conduct in-person observations of high school classrooms to answer this question.
Connected Learning in Co-operative
Education
Jeela Jones University of Ottawa
2007
The research sub-questions
include
1. How do co-operative education students
behave as connected learners?
2. What do co-operative education student
experiences reveal about co-operative
education?
Purpose
The purpose of this basic interpretive
qualitative
research study was to explore the experiences
of
students who attended the Canadian University
(a
pseudonym) co-operative (co-op) education
program.
Method
To explore participant’s experiences within the
Cooperative Education Programs at Canadian
University , the basic interpretive qualitative
research design and associated data
collection method of interviewing were
employed.
The basic interpretive method also guided the
data analysis process to focus on gaining an
understanding of the data through the voices
of the participants.
Participants and Site
Participants for this research study were
selected through the use of the co-op
programs’ main database.
There were 279 students who graduated in
December 2004 and possibly available for
participation in this study.
Data Collection
Three students per degree program were selected
for a total of 15 students.
The three from each degree – which included
administration, arts, engineering, science, and
social science - were selected based on the
following criteria:
(a) graduated in the previous term from the
Canadian University; (b) completed all required co-
op
work terms; and (c) maintained a local address and
phone number.
Data Collection
The identity of each participant was masked
through the use of pseudonyms. Following the
basic interpretive design, open-ended
questions were used. The questions asked
participants to describe their experience with
the co-operative education programs and what
it means to them
Data Collection
Each interview was digitally recorded and later
transcribed verbatim. Participants’ transcriptions
were
returned to them via e-mail in order that they
could
verify the accuracy of the data collected.
Data Analysis
data was recorded and then transcribed.
the interview data was reviewed, first to gain a
general understanding of the meaning and
then more thoroughly to develop open codes
Finally, interpretation occurred by comparing
themes and showcasing how they interrelate
the themes and patterns were compared to the
field notes to check between first impressions
and what became apparent through the
transcribed words.
Trustworthiness, or validity,
Trustworthiness was achieved in three key
ways:
(a) careful triangulation between the
interviews, the interview transcriptions, and
field notes;
(b) member checking by participants of the
interview transcriptions, themes, and
descriptions; and
(c) rich, thick description of the participants’
experiences in the final report.
Conclusion
Findings for this study were examined through
the lens of connected-learning, a learning
method that places emphasis on discussion,
collaboration, and acceptance for knowledge
development. Several themes emerged
including experience, relationships, time, fees,
and luck. Findings suggest that co-operative
education is beneficial.
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