Μέθοδοι και Τεχνικές Έρευνας στον Κυβερνοχώρο

Quantitative, Qualitative & Mixed Methods Research

2016 – Μπράιλας, Α. http://abrailas.github.io 1 https://cybermethods.wordpress.com/

2016 – Μπράιλας, Α. 2 https://cybermethods.wordpress.com/

Σκοπός του μαθήματος

• Σκοπός του μαθήματος ΔΕΝ είναι να μάθουν οι φοιτητές για τη μεθοδολογία έρευνας

• Σκοπός του μαθήματος είναι να γίνουν οι φοιτητές ερευνητές, να αποκτήσουν ερευνητική σκέψη

2016 – Μπράιλας, Α. 3 https://cybermethods.wordpress.com/

ΠΟΙΟΤΙΚΕΣ & ΠΟΣΟΤΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ

2016 – Μπράιλας, Α. 4 https://cybermethods.wordpress.com/

Το Ποσοτικό – Ποιοτικό δίπολο

2016 – Μπράιλας, Α. 5 https://cybermethods.wordpress.com/

Image By Booyabazooka on english wikipedia - CC BY-SA 3.0, via Wikimedia Commons

2016 – Μπράιλας, Α. 6 https://cybermethods.wordpress.com/

“To say that one or the other approach is ‘better’ is, in my view, simply a trivializing of what is a far more complex topic than a dichotomous choice can settle. Both quantitative and qualitative research rest on rich and varied traditions that come from multiple disciplines and both have been employed to address almost any research topic you can think of. In fact, in almost every applied social research project I believe there is value in consciously combining both qualitative and quantitative methods in what is referred to as a ‘mixed methods’ approach.”

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

Τα εμπειρικά δεδομένα

“All qualitative data can be coded quantitatively. All quantitative data is based on qualitative judgment”

2016 – Μπράιλας, Α. 7 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

2016 – Μπράιλας, Α. 8 https://cybermethods.wordpress.com/

All qualitative data can be coded quantitatively

Παράδειγμα: χορηγούμε ένα ερωτηματολόγιο με ερωτήσεις σε κλίμακα Likert και στο τέλος έχουμε ερωτήσεις ανοικτού τύπου:

2016 – Μπράιλας, Α. 9 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

Παρακαλώ δώστε επιπλέον ανατροφοδότηση και σχόλια. Τι σας άρεσε περισσότερο και τι λιγότερο στο μάθημα.

“The immediate responses are text-based and qualitative. But we can always (and usually will) perform some type of simple classification of the text responses. We might sort the responses into simple categories, for instance. Often, we'll give each category a short label that represents the theme in the response. What we don't often recognize is that even the simple act of categorizing can be viewed as a quantitative one as well. For instance, let's say that we develop five themes that each respondent could express in their open-ended response. Assume that we have ten respondents. We could easily set up a simple coding table like the one in the figure below to represent the coding of the ten responses into the five themes.”

2016 – Μπράιλας, Α. 10 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

2016 – Μπράιλας, Α. 11 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

Αυτό είναι μια απλή Θεματική Ανάλυση (Thematic Analysis): Qualitative coding

2016 – Μπράιλας, Α. 12 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

Τα ίδια ακριβώς δεδομένα ποσοτικοποιημένα (με αριθμούς): Quantitative coding

“Notice that this is the exact same data. The first would probably be called a qualitative coding while the second is clearly quantitative. The quantitative coding gives us additional useful information and makes it possible to do analyses that we couldn't do with the qualitative coding. For instance, from just the table above we can say that Theme 4 was the most frequently mentioned and that all respondents touched on two or three of the themes. But we can do even more. For instance, we could look at the similarities among the themes based on which respondents addressed them.”

2016 – Μπράιλας, Α. 13 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

2016 – Μπράιλας, Α. 14 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

“For instance, we could look at the similarities among the themes based on which respondents addressed them. How? Well, why don't we do a simple correlation matrix for the table above. Here's the result: […] The analysis shows that Themes 2 and 3 are strongly negatively correlated -- People who said Theme 2 seldom said Theme 3 and vice versa (check it for yourself).”

2016 – Μπράιλας, Α. 15 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

“We can also look at the similarity among respondents […] We could do much more. If we had more respondents (and we often would with a survey), we could do some simple multivariate analyses. For instance, we could draw a similarity "map" of the respondents based on their intercorrelations. The map would have one dot per respondent and respondents with more similar responses would cluster closer together.”

“The point is that the line between qualitative and quantitative is less distinct than we sometimes imagine. All qualitative data can be quantitatively coded in an almost infinite varieties of ways. This doesn't detract from the qualitative information. We can still do any kinds of judgmental syntheses or analyses we want. But recognizing the similarities between qualitative and quantitative information opens up new possibilities for interpretation that might otherwise go unutilized.”

2016 – Μπράιλας, Α. 16 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

Η άλλη όψη του νομίσματος

2016 – Μπράιλας, Α. 17 https://cybermethods.wordpress.com/

Image By Booyabazooka on english wikipedia - CC BY-SA 3.0, via Wikimedia Commons

2016 – Μπράιλας, Α. 18 https://cybermethods.wordpress.com/

“The bottom line here is that quantitative and qualitative data are, at some level, virtually inseparable. Neither exists in a vacuum or can be considered totally devoid of the other. To ask which is "better" or more "valid" or has greater "verisimilitude" or whatever ignores the intimate connection between them. To do good research we need to use both the qualitative and the quantitative.”

2016 – Μπράιλας, Α. 19 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

Qualitative & Quantitative Assumptions

“Quantitative research is confirmatory and deductive in nature.

Qualitative research is exploratory and inductive in nature”

2016 – Μπράιλας, Α. 20 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

Ερευνητικές υποθέσεις & ερευνητικά ερωτήματα

2016 – Μπράιλας, Α. 21 https://cybermethods.wordpress.com/

• research hypotheses (confirmatory)

• research questions (exploratory)

“I think that while there's a shred of truth in each of these statements, they are not exactly correct. In general, a lot of quantitative research tends to be confirmatory and deductive. But there's lots of quantitative research that can be classified as exploratory as well. And while much qualitative research does tend to be exploratory, it can also be used to confirm very specific deductive hypotheses. The problem I have with these kinds of statements is that they don't acknowledge the richness of both traditions. They don't recognize that both qualitative and quantitative research can be used to address almost any kind of research question.”

2016 – Μπράιλας, Α. 22 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

“the heart of the quantitative-qualitative debate is philosophical, not methodological. Many qualitative researchers operate under different epistemological assumptions from quantitative researchers […] to understand any phenomenon is to view it in its context. They see all quantification as limited in nature, looking only at one small portion of a reality that cannot be split or unitized without losing the importance of the whole phenomenon […] the best way to understand what's going on is to become immersed in it […] experience what it is like to be a part of it. […] allow the questions to emerge and change as you become familiar with what you are studying.”

2016 – Μπράιλας, Α. 23 https://cybermethods.wordpress.com/

Πηγή: Trochim, W. (2000). The Research Methods Knowledge Base, 2nd Edition. Atomic Dog Publishing, Cincinnati, OH. http://www.socialresearchmethods.net/kb/index.php

2016 – Μπράιλας, Α. 24 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

Ας μην ξεχνάμε ότι: “There are both qualitative and quantitative approaches to making sense of most phenomena that involve people.”

MIXED METHODS RESEARCH

2016 – Μπράιλας, Α. 25 https://cybermethods.wordpress.com/

2016 – Μπράιλας, Α. 26 https://cybermethods.wordpress.com/

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2016 – Μπράιλας, Α. 27 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

“In terms of definition, one can be sure that the term mixed methods is used to mean many different things. Where there is agreement, however, is that it involves a combination of qualitative and quantitative approaches to data collection and/or analysis.”

Mixed Methods Research Ορισμός

2016 – Μπράιλας, Α. 28 https://cybermethods.wordpress.com/

Prevalence of Quantitative, Qualitative & Mixed Methods Research

2016 – Μπράιλας, Α. 29 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

“A seminal piece by Alise and Teddlie (2010) convincingly documents that the dominant approach remains quantitative. Based on Alise's ambitious content analysis of 600 publications from 20 prestigious journals in applied (i.e. education and nursing) and non-applied disciplines (i.e. psychology and sociology), their analyses demonstrate that quantitative approaches retain the hold as the research approach used in the majority of publications (69.5%). Qualitative research is used second most frequently (19.5%), followed by mixed methods approaches (11%).”

2016 – Μπράιλας, Α. 30 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

2016 – Μπράιλας, Α. 31 https://cybermethods.wordpress.com/

Πηγή: Alise, M. A., & Teddlie, C. (2010). A Continuation of the Paradigm Wars? Prevalence Rates of Methodological Approaches Across the Social/Behavioral Sciences. Journal of Mixed Methods Research, 4(2), 103–126. https://doi.org/10.1177/1558689809360805

2016 – Μπράιλας, Α. 32 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

Τρόποι μίξης προσεγγίσεων

• Mixing at sampling • Mixing during analysis • Mixing during the process of drawing

conclusions

2016 – Μπράιλας, Α. 33 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

“The multi-method label is the more apt description when a study has more than one strand but the strands are only loosely linked. This is referred to in the literature as the concurrent or parallel design (Creswell & Plano-Clark, 2009). One ready way to distinguish this type of research is that different individuals often execute the different strands of the study and analysis is conducted separately”

Mixed methods vs. Multi methods - A

2016 – Μπράιλας, Α. 34 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

“Another way to distinguish this type of research is that it is readily parsed into separate publications without any loss of explanatory power. This could occur, for example, when a team is divided up in to one group that is responsible for the qualitative phase of a project and a second that is taking the lead on quantitative data collection and analysis.”

Mixed methods vs. Multi methods - B

2016 – Μπράιλας, Α. 35 https://cybermethods.wordpress.com/ Γέφυρα Κόκορη

Mixed methods: Η αψιδωτή γέφυρα

2016 – Μπράιλας, Α. 36 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

“Mixed method researchers are most decidedly members of the community who are committed to the idea that empirical qualitative and quantitative approaches have distinct qualities, but share much in common. Unlike purists, members of this group take the position that qualitative and quantitative approaches are not driven by different paradigms that are inherently incompatible.”

Η μίξη των μεθόδων ως στάση του Ερευνητή

2016 – Μπράιλας, Α. 37 https://cybermethods.wordpress.com/

Πηγή: Creamer, E. G. (2016). A Primer About Mixed Methods Research in an Educational Context. International Journal of Learning, Teaching, and Educational Research, 15(8), 1–13.

“As a group, pragmatists are inclined to be interested first and foremost with what works for the setting and intended audience. Pragmatists argue that purpose always drives the selection of methods. They tend to be eclectic in the palette of methods they chose for different projects. They are driven to finds methods that match the purpose and context of their research project...”

Μια πραγματιστική προσέγγιση

2016 – Μπράιλας, Α. 38 https://cybermethods.wordpress.com/

Η ανάγκη για μεθοδολογική διαφάνεια (methodological transparency)

• H a

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Consensus vs. Synthesis

“A mixed way of thinking” (Greene, 2007)

2016 – Brailas, A. 41 https://cybermethods.wordpress.com/