MDDE 602 Research Methods in Distance Education covers research design and data collection methods. Activities in this course focus on exploring various methods of approaching research, analyzing quantitative data, analyzing qualitative data, and preforming a research critique specific to distance education.

Artefact Summary

Artefact 2 is a paper written for MDDE 602 - Research Methods in Distance Education. This assignment required the implementation of qualitative research methodology to analyze a transcription of a series of meetings regarding distance education. The process was to code a discussion and to identify related themes that were embedded in the data. This paper provides an overview of qualitative research, results of the coding process, findings, and a reflection of the process.

This second artefact exemplifies my learning journey by focusing on competencies outlined in the Problem Solving, Analysis, and Decision Making section; the Communication and Interpersonal Skills section; and the Research section.  Each related competency is listed on the left pane under the Associated Competencies heading is embedded within my reflection. The predominant competencies learned, as a result of this artefact, are those within the Problem Solving, Analyzing & Decision Making section and the Research section.

To view this artefact, click on the Word document link located on the left pane under the Artefact 2 heading.

Reflection

Prior to enrolling in MDDE 602, I had limited exposure to research design and data collection. Although my career has included marginal gathering of information to make reasonable judgments or decisions, I had no formal experience, knowledge, or understanding of the process or scope of research.

At the beginning of this course, I was introduced to the term 'epistemology'. From that point I realized that research was much deeper and convoluted than I had realized.

Two types of research were presented in this course: quantitative and qualitative data analysis.

My first assignment was to perform quantitative research. This type of research is intended to solve practical relevant problems, address imperative issues, improve policies and procedures, and results in a variety of project based work. Researcher's main objective is to provide practical results that suggest solutions to problems. Large amounts of data are collected through interviews and questionnaires. The data is then interpreted and summarized to present statistical information to interested parties.

Initially this method seemed to be a simple process; however, this type of research turned out to be quite difficult and a little overwhelming.  In the beginning, I received the software SPSS for analyzing data and was quite pleased (5.2,5.5, 5.6, 5.8, 5.9, 5.10). My preconceived notion was that the software would provide results of the research and also help me analyze the data. I was wrong.... the software generated tabulated reports and charts as aids to analyze data; however, the assignment consisted of nine difficult questions relating to the reports and charts. Many terms and descriptions made this area confusing and difficult to understand. I was beginning to wonder how I was going to get through this course. I relied on many You Tube videos and classroom discussion forums to understand and analyze various concepts and terms covered in this assignment (1.3, 1.4, 1.5, 1.6.1.7, 1.8). Needless to say, with the help of fellow students and plenty of online resources I worked my way through the assignment tackling one question at a time over a period of weeks. During this time, I realized that I was in dire need of a statistics course.

The second assignment in MDDE 602 was qualitative data analysis. Qualitative data is collected through a variety of methods. These methods are in the form of a researcher's observation of nonverbal expressions, gestures, words, and experiences; or analyzed script. It is much more exploratory and descriptive than quantitative data analysis. Often this method stimulates new ways of thinking and is relied on to produce data relevant to societal norms, behaviours, and attitudes. I found this section to be much more interesting and relevant to my profession. It seems that as an instructor, I often gauge my student's understanding by recognizing nonverbal responses and reactions. Once I have observed these behaviours, I am able to determine the level of understanding and student satisfaction which is similar to this type of data analysis.

The purpose of the assignment (Artefact 2) was to utilize qualitative research methods to analyze and to generate results and findings. This assignment relied on a transcript of a group of graduate students who met to discuss issues in distance education (5.10).

As I began the coding process to the provided meeting dialogue, I encountered feelings of uncertainty. At first, I felt I did not understand the process. I was producing many codes for each sentence; therefore, I began to feel that I was over-thinking the method. I often found myself “lurking” in discussion forums in search of confirmation that fellow students were experiencing the same feelings. Upon the realization that my feeling of uncertainty was mutual, I persevered and kept moving forward with my method. As I progressed through the activity, codes and patterns began to stand out making the process much clearer (5.2, 5.3, 5.4, 5.5, 5.6). Although time consuming, the task of coding discussions and searching for themes and patterns through observations was invigorating. Often I turned my attention to the definitions that I created in the tables (codes and categories definitions table) as an attempt to refocus my thoughts (5.3, 5.4, 5.6). Before long I found myself formulating questions (1.3, 5.1) based on questions asked in the interview. I was able to quickly make assessments and observations (1.5, 1.6, 1.7, 1.8). I was pleased with the process of generating data tables and summaries to formulate results, theories, and rational conclusions (4.1, 5.4, 5.5,). My “aha” moment was when I recognized that converting text, written words, and phrases into measurable data allowed for content validity (5.7). My instructor supported my process by providing constructive and supportive feedback*.

Your journal is insightful and shows how you were thinking along the  way. Tables are nice and clean. The descriptions of the tables helps the reader to know what you are talking about. I couldn’t quite tell if you chose the categories and then tried to fit the codes into the categories, or if you examined the codes to see which ones fit together and what the name of their category might be.

You’re a very good writer. This paper was a pleasure to read.

Application

The competencies I developed have provided me with a framework to make future educated decisions. This course has also fostered my critical thinking skills. I maintained an open mind and avoided any preconceived thinking. As I assessed the information I was able to raise questions and formulate well-reasoned conclusions. Although my current status includes limited research activities, my problem solving, analyzing and decisions making skills are enhanced and will prove to be beneficial when the opportunity presents itself. This course has also prompted me to further develop my understanding of research methods; therefore, in September I plan to enroll in a statistics course.