6 th NCRM Methods Festival, July 2014 St Catherine’s College, University of Oxford
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Transcript of 6 th NCRM Methods Festival, July 2014 St Catherine’s College, University of Oxford
http://www.surrey.ac.uk/sociology/research/researchcentres/caqdas/
Use of qualitative software: lessons for instructors from qualitative
longitudinal research into the acceptance and adoption of technology
6th NCRM Methods Festival, July 2014St Catherine’s College, University of Oxford
Christina Silver & Christine RiversCAQDAS Networking Project
Department of Sociology, University of Surrey
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
Starting point
Qualitative Innovations in CAQDAS (QUIC)- Qualitative longitudinal tracking
- Observations- Support sessions
Computer-assisted thematic analysis
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
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
Analytic need <> technological savviness
Methodological awareness <> analytic need
Analytic need <>(knowledge of functionality) <> technological savviness
the million dollar question
“I’ve done the coding (and created 450 codes)…what do I do next…?”
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
LiteratureDemand for trainingSoftware development
Proliferation of features
…unclear pathways……efficient software use…effective analysis
Ease of useconfusions…inadequacies…criticisms
increased familiarity > decreases confidence> increases frustration
knowledge about functions
Confusions……conceptualised in terms of (lack of) software functionality BUT…
…indicative of lack of clarity around analytic need
Coding scheme structures
Identifying patterns and
relationships
Moving on from coding
Construction of postgraduate learner cohort
>>>Secondary analysis of constructed dataset of cohort of postgraduate
students 26 postgraduate students
5 interviews, 5 support sessions16 complete sets of longitudinal survey data
8 interviews with software trainers
TAM and STAM concepts used to develop CPLM
System design featuresPerceived usefulnessPerceived ease of useAttitude towards usingActual system useAdoptionAcceptanceIntention to useFacilitating conditionsExperimentation and explorationConfirmed usefulnessActual useEase of learning
CAQDAS Postgraduate Learning Model (CPLM)
Implications for learners and instructors
QUESTIONLack 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)
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_QDAS Qual-software discussion list : http://www.jiscmail.ac.uk/lists/qual-software.html LinkedIn http://www.linkedin.com/pub/christina-silver/24/202/7a1