{"id":256,"date":"2019-05-15T12:30:00","date_gmt":"2019-05-15T16:30:00","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/?post_type=chapter&#038;p=256"},"modified":"2019-07-23T17:57:33","modified_gmt":"2019-07-23T21:57:33","slug":"summary-10","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/chapter\/summary-10\/","title":{"raw":"Summary","rendered":"Summary"},"content":{"raw":"This chapter has focused on collecting and analyzing qualitative data. We explored some of the more traditional methods, such as interviews and focus groups, for collecting qualitative data. We also explored less popular methods such as oral histories and videography. Analyzing qualitative data requires time and commitment and, if possible, it is best that the researcher who undertakes the analysis and write-up of the data, also completes the transcription, in order to be totally immersed in the data. Time spent in these processes should result in a study that produces valuable, in-depth data that numbers alone (i.e. quantitative methods) cannot explain.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><em><strong>In-depth interviews<\/strong><\/em> are <em><strong>semi-structured interviews<\/strong><\/em> where the researcher has topics and questions in mind to ask, but questions are open ended and flow according to how the participant responds to each;<\/li>\r\n \t<li>An <em><strong>interview guide<\/strong><\/em> is a list of topics or questions that the interviewer hopes to cover during the course of an interview;<\/li>\r\n \t<li><em><strong>Open-ended questions<\/strong><\/em> are questions that a researcher poses but does not provide answer options for;<\/li>\r\n \t<li>A <em><strong>code<\/strong><\/em> is a shorthand representation of some more complex set of issues or ideas. The process of identifying codes in one's qualitative data is more often referred to as <em><strong>coding<\/strong><\/em>;<\/li>\r\n \t<li>An <em><strong>oral history<\/strong><\/em> is a less traditional form of data collection that can take the form of an interview. Its purpose is to make a written record of material that might otherwise be forgotten, by those who are unlikely to themselves create a written record of material are produce archival materials;<\/li>\r\n \t<li>When multiple respondents participate in an interview at the same time, this is referred to as a <em><strong>focus group<\/strong><\/em> interview.<\/li>\r\n \t<li><em><strong>Videography<\/strong><\/em> can be an effective means for collecting data, both during researcher-participant interviews and during focus groups. It can also be employed to collect data in more natural settings and therefore is a popular tool for those undertaking ethnographic studies.<\/li>\r\n \t<li><em><strong>Deductive coding<\/strong><\/em> is the approach used by research analysts who have a well-specified or predefined set of interests. It includes <em><strong>descriptive and interpretive<\/strong><\/em> coding approaches.<\/li>\r\n \t<li><em><strong>Inductive coding<\/strong> <\/em>begins with the identification of general themes and ideas that emerge as the researcher reads through the data. It includes <em><strong>open and focused\/axial\u00a0<\/strong><\/em>coding approaches.<\/li>\r\n \t<li><em><strong>NVivo and Atlas.ti<\/strong> <\/em>are computer programs that qualitative researchers use to help them with organizing, sorting, and analyzing their data.<\/li>\r\n \t<li><em><strong>Qualitative interviews\u00a0<\/strong><\/em>allow respondents to share information in their own words and are useful for gathering detailed information and understanding social processes. However, they rely upon respondents' accuracy and their intensity in terms of time, expense, and possible emotional strain.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">References<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<p class=\"hanging-indent\">Assan, O. &amp; Montague, E. (2015). Using video-based observation research methods in care health encounters to evaluate complex interactions. <em>Inform Primary Care<\/em>, 21(4), 161-170. doi:10.14236\/jhi.v21i4.72.<\/p>\r\n<p class=\"hanging-indent\">Babbie, E. (2010). <em>The practice of social research<\/em> (12th ed.). Belmont, CA: Wadsworth.<\/p>\r\n<p class=\"hanging-indent\">Fontana, A., &amp; Frey, J. H. (2003). \u00a0The interview: From structured questions to negotiated text. In N. K. Denzin &amp; Y. S. Lincoln (Eds.).\u00a0<em>Collecting and interpreting qualitative\u00a0<\/em><em>materials<\/em>\u00a0(2nd ed.), pp. 61-106. \u00a0Thousand Oaks, CA: SAGE.<\/p>\r\n<p class=\"hanging-indent\">Glaser, B. G., &amp; Strauss, A. L. (1967). <em>The Discovery of Grounded Theory: Strategies for\u00a0<\/em><em>Qualitative Research. <\/em>London, UK: AldineTransaction.<\/p>\r\n<p class=\"hanging-indent\">Jewitt, C (2012). An introduction to using video for research. <em>NCRM Working paper<\/em> 03\/12. Retrieved from file:\/\/\/E:\/JIBC\/Textbook\/Resources\/Videography\/NCRM_workingpaper_0312.pdf<\/p>\r\n<p class=\"hanging-indent\">Kumarapeli, P., &amp; de Lusignan, S. (2013). <a href=\"https:\/\/dx.doi.org\/10.1136%2Famiajnl-2012-001081\">Using the computer in the clinical consultation; setting the stage reviewing, recording, and taking actions: multi-channel video study<\/a>. <em>Journal of the American Medical Informatics Association<\/em>, 20(e1), e67-e75. doi: 10.1136\/amiajnl-2012-001081<\/p>\r\n<p class=\"hanging-indent\">Leong, A., Koczan, P., de Lusignan, &amp; Sheeler, I. (2006). A framework for comparing video methods used to assess the clinical consultation: a qualitative study. <em>Medical Informatics and the Internet in Medicine<\/em>, 31(4), 255-265. doi:10.1080\/14639230600991668<\/p>\r\n<p class=\"hanging-indent\">Lofland, J., &amp; Lofland, L. H. (1995). <em>Analyzing social settings: A guide to qualitative Observation and analysis<\/em> (3rd ed.). Belmont, CA: Wadsworth.<\/p>\r\n<p class=\"hanging-indent\"><span style=\"text-align: initial; font-size: 1em;\">Palys, T., &amp; Atchison, C. (2014). <em>Research decisions: Quantitative, qualitative, and mixed\u00a0<\/em><\/span><em>methods approaches<\/em> (5th ed.). Toronto, ON: Nelson Education Ltd.<\/p>\r\n<p class=\"hanging-indent\">Patton, M. Q. (2001). <em>Qualitative research and evaluation methods<\/em>. Thousand Oaks: CA. Sage Publications Inc.<\/p>\r\n<p class=\"hanging-indent\">Payne, G., &amp; Payne, J. (2004). <a href=\"http:\/\/dx.doi.org\/10.4135\/9781849209397.n22\"><em>Hawthorne effect. Key concepts in social research<\/em><\/a>. Thousand Oaks: CA. SAGE Publications Inc. doi:\u00a0http:\/\/dx.doi.org\/10.4135\/9781849209397.n22<\/p>\r\n<p class=\"hanging-indent\">Reinharz, S. (1992). <em>Feminist methods in social research.<\/em> London: Sage Publications Inc.<\/p>\r\n<p class=\"hanging-indent\">Schmitz, A. (2012). \u00a0<em>Principles of sociological inquiry; Qualitative and quantitative methods<\/em>. Washington, DC: Saylor Academy. \u00a0Retrieved from<\/p>\r\n<p class=\"hanging-indent\">Seagull, F. J., &amp; Guerlain, S. (2003). <a href=\"http:\/\/bart.sys.virginia.edu\/hci\/papers\/TeamObsMethsHealthCarePanelOverview.pdf\">Observational measures of team process and performance in healthcare<\/a>. \u00a0P<em>roceedings of the Human Factors and Ergonomics\u00a0<\/em><em>Society 47th Meeting<\/em>. Retrieved from http:\/\/bart.sys.virginia.edu\/hci\/papers\/TeamObsMethsHealthCarePanelOverview.pdf<\/p>\r\n<p class=\"hanging-indent\">Wolfe, E. R. (1982). <em>Europe and the people without history.<\/em> California: University of California Press.<\/p>\r\n\r\n<\/div>\r\n<\/div>","rendered":"<p>This chapter has focused on collecting and analyzing qualitative data. We explored some of the more traditional methods, such as interviews and focus groups, for collecting qualitative data. We also explored less popular methods such as oral histories and videography. Analyzing qualitative data requires time and commitment and, if possible, it is best that the researcher who undertakes the analysis and write-up of the data, also completes the transcription, in order to be totally immersed in the data. Time spent in these processes should result in a study that produces valuable, in-depth data that numbers alone (i.e. quantitative methods) cannot explain.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><em><strong>In-depth interviews<\/strong><\/em> are <em><strong>semi-structured interviews<\/strong><\/em> where the researcher has topics and questions in mind to ask, but questions are open ended and flow according to how the participant responds to each;<\/li>\n<li>An <em><strong>interview guide<\/strong><\/em> is a list of topics or questions that the interviewer hopes to cover during the course of an interview;<\/li>\n<li><em><strong>Open-ended questions<\/strong><\/em> are questions that a researcher poses but does not provide answer options for;<\/li>\n<li>A <em><strong>code<\/strong><\/em> is a shorthand representation of some more complex set of issues or ideas. The process of identifying codes in one&#8217;s qualitative data is more often referred to as <em><strong>coding<\/strong><\/em>;<\/li>\n<li>An <em><strong>oral history<\/strong><\/em> is a less traditional form of data collection that can take the form of an interview. Its purpose is to make a written record of material that might otherwise be forgotten, by those who are unlikely to themselves create a written record of material are produce archival materials;<\/li>\n<li>When multiple respondents participate in an interview at the same time, this is referred to as a <em><strong>focus group<\/strong><\/em> interview.<\/li>\n<li><em><strong>Videography<\/strong><\/em> can be an effective means for collecting data, both during researcher-participant interviews and during focus groups. It can also be employed to collect data in more natural settings and therefore is a popular tool for those undertaking ethnographic studies.<\/li>\n<li><em><strong>Deductive coding<\/strong><\/em> is the approach used by research analysts who have a well-specified or predefined set of interests. It includes <em><strong>descriptive and interpretive<\/strong><\/em> coding approaches.<\/li>\n<li><em><strong>Inductive coding<\/strong> <\/em>begins with the identification of general themes and ideas that emerge as the researcher reads through the data. It includes <em><strong>open and focused\/axial\u00a0<\/strong><\/em>coding approaches.<\/li>\n<li><em><strong>NVivo and Atlas.ti<\/strong> <\/em>are computer programs that qualitative researchers use to help them with organizing, sorting, and analyzing their data.<\/li>\n<li><em><strong>Qualitative interviews\u00a0<\/strong><\/em>allow respondents to share information in their own words and are useful for gathering detailed information and understanding social processes. However, they rely upon respondents&#8217; accuracy and their intensity in terms of time, expense, and possible emotional strain.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">References<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p class=\"hanging-indent\">Assan, O. &amp; Montague, E. (2015). Using video-based observation research methods in care health encounters to evaluate complex interactions. <em>Inform Primary Care<\/em>, 21(4), 161-170. doi:10.14236\/jhi.v21i4.72.<\/p>\n<p class=\"hanging-indent\">Babbie, E. (2010). <em>The practice of social research<\/em> (12th ed.). Belmont, CA: Wadsworth.<\/p>\n<p class=\"hanging-indent\">Fontana, A., &amp; Frey, J. H. (2003). \u00a0The interview: From structured questions to negotiated text. In N. K. Denzin &amp; Y. S. Lincoln (Eds.).\u00a0<em>Collecting and interpreting qualitative\u00a0<\/em><em>materials<\/em>\u00a0(2nd ed.), pp. 61-106. \u00a0Thousand Oaks, CA: SAGE.<\/p>\n<p class=\"hanging-indent\">Glaser, B. G., &amp; Strauss, A. L. (1967). <em>The Discovery of Grounded Theory: Strategies for\u00a0<\/em><em>Qualitative Research. <\/em>London, UK: AldineTransaction.<\/p>\n<p class=\"hanging-indent\">Jewitt, C (2012). An introduction to using video for research. <em>NCRM Working paper<\/em> 03\/12. Retrieved from file:\/\/\/E:\/JIBC\/Textbook\/Resources\/Videography\/NCRM_workingpaper_0312.pdf<\/p>\n<p class=\"hanging-indent\">Kumarapeli, P., &amp; de Lusignan, S. (2013). <a href=\"https:\/\/dx.doi.org\/10.1136%2Famiajnl-2012-001081\">Using the computer in the clinical consultation; setting the stage reviewing, recording, and taking actions: multi-channel video study<\/a>. <em>Journal of the American Medical Informatics Association<\/em>, 20(e1), e67-e75. doi: 10.1136\/amiajnl-2012-001081<\/p>\n<p class=\"hanging-indent\">Leong, A., Koczan, P., de Lusignan, &amp; Sheeler, I. (2006). A framework for comparing video methods used to assess the clinical consultation: a qualitative study. <em>Medical Informatics and the Internet in Medicine<\/em>, 31(4), 255-265. doi:10.1080\/14639230600991668<\/p>\n<p class=\"hanging-indent\">Lofland, J., &amp; Lofland, L. H. (1995). <em>Analyzing social settings: A guide to qualitative Observation and analysis<\/em> (3rd ed.). Belmont, CA: Wadsworth.<\/p>\n<p class=\"hanging-indent\"><span style=\"text-align: initial; font-size: 1em;\">Palys, T., &amp; Atchison, C. (2014). <em>Research decisions: Quantitative, qualitative, and mixed\u00a0<\/em><\/span><em>methods approaches<\/em> (5th ed.). Toronto, ON: Nelson Education Ltd.<\/p>\n<p class=\"hanging-indent\">Patton, M. Q. (2001). <em>Qualitative research and evaluation methods<\/em>. Thousand Oaks: CA. Sage Publications Inc.<\/p>\n<p class=\"hanging-indent\">Payne, G., &amp; Payne, J. (2004). <a href=\"http:\/\/dx.doi.org\/10.4135\/9781849209397.n22\"><em>Hawthorne effect. Key concepts in social research<\/em><\/a>. Thousand Oaks: CA. SAGE Publications Inc. doi:\u00a0http:\/\/dx.doi.org\/10.4135\/9781849209397.n22<\/p>\n<p class=\"hanging-indent\">Reinharz, S. (1992). <em>Feminist methods in social research.<\/em> London: Sage Publications Inc.<\/p>\n<p class=\"hanging-indent\">Schmitz, A. (2012). \u00a0<em>Principles of sociological inquiry; Qualitative and quantitative methods<\/em>. Washington, DC: Saylor Academy. \u00a0Retrieved from<\/p>\n<p class=\"hanging-indent\">Seagull, F. J., &amp; Guerlain, S. (2003). <a href=\"http:\/\/bart.sys.virginia.edu\/hci\/papers\/TeamObsMethsHealthCarePanelOverview.pdf\">Observational measures of team process and performance in healthcare<\/a>. \u00a0P<em>roceedings of the Human Factors and Ergonomics\u00a0<\/em><em>Society 47th Meeting<\/em>. Retrieved from http:\/\/bart.sys.virginia.edu\/hci\/papers\/TeamObsMethsHealthCarePanelOverview.pdf<\/p>\n<p class=\"hanging-indent\">Wolfe, E. R. (1982). <em>Europe and the people without history.<\/em> California: University of California Press.<\/p>\n<\/div>\n<\/div>\n","protected":false},"author":724,"menu_order":11,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-256","chapter","type-chapter","status-publish","hentry"],"part":230,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/pressbooks\/v2\/chapters\/256","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/wp\/v2\/users\/724"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/pressbooks\/v2\/chapters\/256\/revisions"}],"predecessor-version":[{"id":596,"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/pressbooks\/v2\/chapters\/256\/revisions\/596"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/pressbooks\/v2\/parts\/230"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/pressbooks\/v2\/chapters\/256\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/wp\/v2\/media?parent=256"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/pressbooks\/v2\/chapter-type?post=256"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/wp\/v2\/contributor?post=256"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/researchmethods\/wp-json\/wp\/v2\/license?post=256"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}