The first stop on the Doing Qualitative Research Online Virtual Book Tour was the Advanced Digital Research Methods class lead by Aphra Kerr of the Sociology Department in Maynooth University, Ireland. We discussed “Eliciting Data with Online Interviews or Focus Groups.” This class is part of their MA in Sociology (Internet and Society) course.Further information on the course can be found here and you can visit Aphra’s webpage. She is on Twitter at @aphrak and the Department is @MU_Sociology.
I visited the Theory and Methods of Digital Social Research class at the University of Stirling, in Glasgow,Scotland. It is great to exchange ideas with bright and curious students who are looking at the possibilities for using digital methods in social research.
A week-long series of events for educators and students across Africa, through e/merge Africa! Log in to E/merge Africa and access archived materials and recordings. I presented one webinar for faculty who teach research methods or use research activities in their courses: “Getting Started: Teaching Online Research Design Basics.” I presented a second webinar for researchers, “Enacted Approaches for Generating Data with Arts-Based & Participatory Methods.” This webinar focused on the use of creative, interactive online methods.
We discussed creative and arts-based methods. I created a short exercise guide for visual techniques you can use with your group or class.
This session included both an overview of online methods and a focus on eliciting data with interviews.
“Online Research: Holistic Thinking and Qualitative Design” Learn how technology can influence all aspects of the design, whether you collect extant data, elicit responses from participants in online interviews, or generate data with arts-based methods.
Free webinar Wednesday, June 15 at 9 a.m. EST/4 p.m. GMT
What did you learn from your research and how can you use it to propel your career forward? A publication list is essential, whether you are trying to compete for a tenure-track faculty position or launch a consulting business. When you publish your work, you position your type of research and findings, and create a public identity. How do you want to be known? What are the options in today’s digital world, and where do you start? Find out when you join us on May 25! See more and register on the Vitae site, where the discussion is already underway!
Date: Wednesday, May 18, 3-4 p.m. ET. Find your time zone here.
Free to TAA members. Not a member? Membership is affordable, and worthwhile. Join, let’s learn from each other and share ideas about academic writing!
You spent a lot of time conducting research and writing a dissertation, thesis, or capstone project. You are well aware of the pressure to get your work published, in order to get hired or advance in your academic or professional field. Where do you start? I mined every element of her dissertation to launch a publishing strategy that has resulted in five books, numerous chapters and cases, articles and blog posts. I’ve created a typology of five options for drawing from, building on, or applying your student writing. This webinar is relevant those who have graduated recently as well as to people whose dissertations have been sitting on the shelf for a while.
Thanks to everyone who attended the Social Research Association webinar, “Generating Qualitative Data online with Arts-Based & Participatory Methods! I created a clean recording of the session, and posted additional resources here:
Follow me @einterview to learn about future webinars and events. I hope to see you in the UK in autumn 2016, look for training offered through SRA!
Learn how to incorporate research activities into your online or blended class. Join me for a free webinar: Getting Started: Teaching Online Research Design Basics – Monday 4 April 2016 – 3 pm (SAST) Find your time zone here.
Few textbooks have journeyed with me over multiple cross-country moves from student days at Cornell University to my current bookshelf. Models of Teaching is one I kept, and then updated to a more current edition (Weil, Joyce, & Calhoun, 2009, pp. 86-87). The models that have intrigued me all these years focus on creating communities of learners through engaging social-learning approaches. Yes, you could say their work represents a social constructivist perspective. And while I have given a lot of thought to social constructivism in the online world (Salmons, 2009, 2015), here I want to look specifically at inquiry models of teaching and how we can use them online to build deeper levels of comprehension.
What are inquiry models? Inquiry models of teaching and to stimulate students’ and participants’ curiosity and build their skills in finding, analyzing, and using new information to answer questions and solve problems. Instead of transferring knowledge, we aim to build new knowledge. Instead of providing facts, we create an environment where students are encouraged to look for new ways of looking at an understanding problems, discern important and relevant concepts, and inductively develop coherent answers or approaches. As Weil et al. (2009) explain:
Humans conceptualize all the time, comparing and contrasting objects, events, emotions – everything. To capitalize on this natural tendency we raise the learning environment to give test the students to increase their effectiveness. Working in using concepts, and we hope that consciously develop your skills for doing so. (p. 86)
They suggest 3 guidelines for designing this kind of learning experience (Weil et al., 2009):
How can we use inquiry models online? Online research activities can be incorporated into e-learning or hybrid instruction in formal or informal educational settings that reflect the Weil et al.’s guidelines:
Why are inquiry models important today? Educators engage learners when learners are engaged in true inquiry. In the digital age we overwhelmed with information, some of it vetted by editors or reviewers, but much of it made freely available by anyone with a point of view and a smart phone. It is ever more important to develop the skills needed to focus on specific questions and discern relevant and credible evidence as needed to address them. Research activities invite students to build critical thinking skills at the analysis and synthesis level of Bloom’s Taxonomy. Whether students or participants are preparing to be scholars or professionals, research skills are essential and modern life. By integrating research experiences into content courses across the curriculum (rather than offer them in methods classes exclusively), students can learn to research and research to learn.
Where can I learn more? Join me for a free webinar: Learning to Research, Researching to Learn on February 5. Enroll here for the Connecting Online for Instruction and Learning Conference to participate in this and other sessions with educators from across the globe. See Doing Qualitative Research Online (2016) and Qualitative Online Interviews (2015), and companion websites, for more assignment suggestions you can adapt to your class.
Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York: David McKay and Company.
Salmons, J. (2009).E_Social_Constructivism_and_Collaborative_E_Learning. In J. Salmons & L. A. Wilson (Eds.), Handbook of research on electronic collaboration and organizational synergy (Vol. II). Hershey: Information Science Reference.
Salmons, J. (2015). Qualitative online interviews. Thousand Oaks: Sage Publications.
Salmons, J. (2016). Doing qualitative research online. London: SAGE Publications.
Weil, M., Joyce, B., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston Pearson.
For news on future webinars, subscribe to Vision2Lead News or follow me on social media.
I am booking stops on a virtual book tour to introduce Doing Qualitative Research Online. We will explore and discuss practical strategies for teaching a course or workshop with the book, or designing research using the approaches described in the book. At each stop on the tour I will offer a free one-hour webinar, and during the subsequent week I will share resources and answer questions in an asynchronous discussion. Follow the tour here– I’ll post descriptions of each new site and add locations to the map!
As host you are responsible for:
Whether you are self-publishing or working with a major publisher, you will need to actively promote your textbooks and encourage faculty to adopt them. Traditionally, writers have taken book tours and given talks, but textbook publishers are unlikely to fund world travel. Why not offer a book tour online? With the Doing Qualitative Research Online Virtual Book Tour I did just that. While some “virtual book tours” simply place guest posts or advertisements on potential readers’ sites, my highly interactive approach includes webinars and online discussions with groups or classes. In this one-hour webinar, I will share tales from the virtual road and steps you can take to launch your own tour.
If you teach research methods and want to update your course– or perhaps add a whole course focused on digital approaches– see this syllabus for ideas. Plug a few units into an existing course or teach the whole class as outlined.