"Any other comments?" Open questions on questionnaires – a bane
or a bonus to research?, by Alicia O'Cathain and Kate J Thomas
Showing posts with label research techniques. Show all posts
Showing posts with label research techniques. Show all posts
Thursday, August 9, 2012
Tuesday, November 16, 2010
The case study research
Building Theories from Case Study Research, by KATHLEEN M. EISENHARDT.
Academy ofManagement Review, 1989, Vol 14, No 4, 532-550
The Case Study Method in Social Inquiry, by Robert E. Stark
The Art of Case Study Research, by Robert E. Stark.
Academy ofManagement Review, 1989, Vol 14, No 4, 532-550
The Case Study Method in Social Inquiry, by Robert E. Stark
The Art of Case Study Research, by Robert E. Stark.
Thursday, September 9, 2010
Friday, July 30, 2010
The Unbearable Likeness of Being Digital:The Persistence of Nonverbal Social Norms in Online Virtual Environments
The Unbearable Likeness of Being Digital:The Persistence of Nonverbal Social Norms in
Online Virtual Environments
NICK YEE, JEREMY N. BAILENSON, MARK URBANEK, FRANCIS CHANG and DAN MERGET. CYBERPSYCHOLOGY & BEHAVIOR, Volume 10, Number 1, 2007
Data collection
"A triggered script was used to collect information from avatars in the world. When triggered by a designated key press, the script would collect the name, Cartesian coordinates (x, y), and yaw of the 16 avatars closest to the user within a virtual 200-meter radius. The script would also track whether the avatars were talking at that given moment. The script would then store the information as a text file.
Six research assistants, paid at an hourly rate for 10 h a week, collected data within Second Life over a period of 7 weeks. There were 688 zones (discrete
locations) in Second Life, and undergraduates were each assigned to 115 zones. These research assistants were instructed to systematically explore the zones and trigger the script near locations where a group of at least two people were interacting.
Several types of locations were excluded from the data collection because of activity-specific positional configurations. These were (1) dance clubs,
(2) sex clubs, (3) classrooms, (4) casinos and parlor games, and (5) similar locations where physical architecture constrained position and orientation
(such as movie theatres)" 3
Discussion
"Our findings supported many of our hypotheses.IPD was significantly larger in male-male dyads than in female-female dyads. The data also supported the Equilibrium Theory. Within the social distance of 3.66 m, mutual gaze was inversely
correlated with IPD. The closer that two people were, the less likely they were looking at each other. We also saw support for the hypothesis that eye gaze regulates conversational flow. The more that two avatars were talking, the more
likely they were looking at each other. Moreover, we replicated the gender difference in mutual gaze. Male-male dyads were less likely to maintain mutual gaze than female-female dyads and mixed dyads. Finally, these gender differences in mutual gaze were influenced by location. Malemale dyads were significantly less likely to look
at each other in indoor locations as compared with all other gender composition and location combinations. This interaction between gender and location makes sense, given that male-male dyads prefer less intimacy, and large IPDs are not allowable in many indoor contexts due to size of the room. Overall, our findings support our hypothesis that our social interactions in online virtual environments,
such as Second Life, are governed by the same social norms as social interactions in the physical world. This finding has significant implications for using virtual worlds to study human social interaction. If people behave according to the
same social rules in both physical and virtual worlds even though the mode of movement and navigation is entirely different (i.e., using keyboard and mouse as opposed to bodies and legs), then this means it is possible to study social interaction in virtual environments and generalize them to social interaction in the real world" (5)
Online Virtual Environments
NICK YEE, JEREMY N. BAILENSON, MARK URBANEK, FRANCIS CHANG and DAN MERGET. CYBERPSYCHOLOGY & BEHAVIOR, Volume 10, Number 1, 2007
Data collection
"A triggered script was used to collect information from avatars in the world. When triggered by a designated key press, the script would collect the name, Cartesian coordinates (x, y), and yaw of the 16 avatars closest to the user within a virtual 200-meter radius. The script would also track whether the avatars were talking at that given moment. The script would then store the information as a text file.
Six research assistants, paid at an hourly rate for 10 h a week, collected data within Second Life over a period of 7 weeks. There were 688 zones (discrete
locations) in Second Life, and undergraduates were each assigned to 115 zones. These research assistants were instructed to systematically explore the zones and trigger the script near locations where a group of at least two people were interacting.
Several types of locations were excluded from the data collection because of activity-specific positional configurations. These were (1) dance clubs,
(2) sex clubs, (3) classrooms, (4) casinos and parlor games, and (5) similar locations where physical architecture constrained position and orientation
(such as movie theatres)" 3
Discussion
"Our findings supported many of our hypotheses.IPD was significantly larger in male-male dyads than in female-female dyads. The data also supported the Equilibrium Theory. Within the social distance of 3.66 m, mutual gaze was inversely
correlated with IPD. The closer that two people were, the less likely they were looking at each other. We also saw support for the hypothesis that eye gaze regulates conversational flow. The more that two avatars were talking, the more
likely they were looking at each other. Moreover, we replicated the gender difference in mutual gaze. Male-male dyads were less likely to maintain mutual gaze than female-female dyads and mixed dyads. Finally, these gender differences in mutual gaze were influenced by location. Malemale dyads were significantly less likely to look
at each other in indoor locations as compared with all other gender composition and location combinations. This interaction between gender and location makes sense, given that male-male dyads prefer less intimacy, and large IPDs are not allowable in many indoor contexts due to size of the room. Overall, our findings support our hypothesis that our social interactions in online virtual environments,
such as Second Life, are governed by the same social norms as social interactions in the physical world. This finding has significant implications for using virtual worlds to study human social interaction. If people behave according to the
same social rules in both physical and virtual worlds even though the mode of movement and navigation is entirely different (i.e., using keyboard and mouse as opposed to bodies and legs), then this means it is possible to study social interaction in virtual environments and generalize them to social interaction in the real world" (5)
Monday, July 19, 2010
Thursday, June 17, 2010
The Marketplace of Ideas, by Louis Menand (2001)
The Marketplace of Ideas, by Louis Menand. American Council of Learned Societies
Occasional Paper No. 49, 2001.
"The humanities occupy only a corner of the higher education marketplace, but it has historically been a very prestigious corner. Although no one is likely to take the trouble to cut the humanities disciplines off, there is some fear that the action, including the funding, is moving into areas of teaching and research that can demonstrate a more obvious market utility. The humanities disciplines don't seem to be dying out, but they do feel dislocated. They are institutionally insecure because they appear to have lost their philosophical roots. The question this paper attempts to address is exactly what those roots were in the first place" (...)
"The other critical Golden Age development, the emergence of a scientific model of research, was a reflection of the anti-ideological temper of postwar American thought—the temper epitomized in Daniel Bell's famous phrase "the end of ideology."21 To some extent the antipathy to ideology was simply a response to global political history between 1914 and 1945, but to some extent, as Thomas Bender has suggested, it was a response to all that federal money that began pouring into universities after the war. Scholars eschewed political commitments because they wished not to offend their granting agencies.22 The idea that academics, particularly in the social sciences, could provide the state with neutral research results on which pragmatic public policies could be based was an animating idea in the 1950s university. In the sciences, it helped establish what Talcott Parsons called the ethos of "cognitive rationality."23 In fields like history, it led to the consensus approach. In sociology, it produced what Robert Merton called theories of the middle range—an emphasis on the formulation of limited hypotheses subject to empirical verification.24 Behaviorism and rational choice theory became dominant paradigms in psychology and political science. In literature, even when the mindset was anti-scientific, as in the case of New Criticism and structuralism, the ethos remained scientistic: theorists aspired to analytic rigor.25 Boundaries were respected and methodologies were codified. Discipline reigned in the disciplines"
"Philosophy and the Mirror of Nature, Rorty's attempt to put an end to (or to transcend) the analytic tradition in philosophy, constructs its argument entirely from within the tradition of analytic philosophy, just as The Structure of Scientific Revolutions, Kuhn's revisionist interpretation of the history of science, is a perfectly conventional work in the philosophy and history of science. But there is also no question that the turn in the intellectual dialectic exemplified by these works fed into the collapse of the color- and gender-blind ideal of meritocratic educational theory, and that it gave members of groups previously excluded from or marginalized within the academy theoretical equipment for the business of critiquing the traditional forms of knowledge. Kuhn's book is emphatically not a work of science studies, but science studies is what it gave birth to"
"People refer to the new organizations of knowledge as "interdisciplinary," but this seems mistaken. The collapse of disciplines must mean the collapse of interdisciplinarity as well; for interdisciplinarity is the institutional ratification of the logic of disciplinarity. The very term implies respect for the discrete perspectives of different disciplines. You can't have interdisciplinarity, or multidisciplinarity, unless you have disciplines. There is more interest on the part of administrators in interdisciplinary work, and some college catalogues now feature interdisciplinary majors, but there is nothing terribly new or anti-foundational about it. Interdisciplinary scholarship or teaching simply means the deployment of professional expertise in two or more disciplines".
Occasional Paper No. 49, 2001.
"The humanities occupy only a corner of the higher education marketplace, but it has historically been a very prestigious corner. Although no one is likely to take the trouble to cut the humanities disciplines off, there is some fear that the action, including the funding, is moving into areas of teaching and research that can demonstrate a more obvious market utility. The humanities disciplines don't seem to be dying out, but they do feel dislocated. They are institutionally insecure because they appear to have lost their philosophical roots. The question this paper attempts to address is exactly what those roots were in the first place" (...)
"The other critical Golden Age development, the emergence of a scientific model of research, was a reflection of the anti-ideological temper of postwar American thought—the temper epitomized in Daniel Bell's famous phrase "the end of ideology."21 To some extent the antipathy to ideology was simply a response to global political history between 1914 and 1945, but to some extent, as Thomas Bender has suggested, it was a response to all that federal money that began pouring into universities after the war. Scholars eschewed political commitments because they wished not to offend their granting agencies.22 The idea that academics, particularly in the social sciences, could provide the state with neutral research results on which pragmatic public policies could be based was an animating idea in the 1950s university. In the sciences, it helped establish what Talcott Parsons called the ethos of "cognitive rationality."23 In fields like history, it led to the consensus approach. In sociology, it produced what Robert Merton called theories of the middle range—an emphasis on the formulation of limited hypotheses subject to empirical verification.24 Behaviorism and rational choice theory became dominant paradigms in psychology and political science. In literature, even when the mindset was anti-scientific, as in the case of New Criticism and structuralism, the ethos remained scientistic: theorists aspired to analytic rigor.25 Boundaries were respected and methodologies were codified. Discipline reigned in the disciplines"
"Philosophy and the Mirror of Nature, Rorty's attempt to put an end to (or to transcend) the analytic tradition in philosophy, constructs its argument entirely from within the tradition of analytic philosophy, just as The Structure of Scientific Revolutions, Kuhn's revisionist interpretation of the history of science, is a perfectly conventional work in the philosophy and history of science. But there is also no question that the turn in the intellectual dialectic exemplified by these works fed into the collapse of the color- and gender-blind ideal of meritocratic educational theory, and that it gave members of groups previously excluded from or marginalized within the academy theoretical equipment for the business of critiquing the traditional forms of knowledge. Kuhn's book is emphatically not a work of science studies, but science studies is what it gave birth to"
"People refer to the new organizations of knowledge as "interdisciplinary," but this seems mistaken. The collapse of disciplines must mean the collapse of interdisciplinarity as well; for interdisciplinarity is the institutional ratification of the logic of disciplinarity. The very term implies respect for the discrete perspectives of different disciplines. You can't have interdisciplinarity, or multidisciplinarity, unless you have disciplines. There is more interest on the part of administrators in interdisciplinary work, and some college catalogues now feature interdisciplinary majors, but there is nothing terribly new or anti-foundational about it. Interdisciplinary scholarship or teaching simply means the deployment of professional expertise in two or more disciplines".
Saturday, May 29, 2010
Qu’est-ce qu´un entretien? (Ghislain Thibault)
Qu’est-ce qu´un entretien? (Ghislain Thibault),COMMposite, Vol. 13, n°1, pp. 1-21 Commposite
Thursday, May 6, 2010
"Entretien de groupe dans Second Life" (Guillaume Hervet, Leila El Kamel, Benny Rigaux-Bricmont)
"Entretien de groupe dans Second Life" (Guillaume Hervet, Leila El Kamel and Benny Rigaux-Bricmont) Recherches Qualitatives, Vol. 29 (1), 2010, pp. 69-98. Entretiens de Groupe: Conceps, Usages et Ancrages.
Sous la direction de: François Guillemette, Jason Luckerhoff et Colette Baribeau.
Résumé:
Après une présentation du monde virtuel Second Life et des entretiens de groupe hors ligne et en ligne, nous identifions les variables à prendre en considération afin d’adopter une démarche scientifique dans ce type d’espace et, plus particulièrement, celles pertinentes pour réaliser des entretiens de groupe. Nous présentons par la suite les particularités à connaître pour organiser un entretien de groupe sur Second Life. Puis, en nous basant sur notre vécu, nous proposons plusieurs implications permettant d’utiliser cette méthode de recherche de façon optimale.
Sous la direction de: François Guillemette, Jason Luckerhoff et Colette Baribeau.
Résumé:
Après une présentation du monde virtuel Second Life et des entretiens de groupe hors ligne et en ligne, nous identifions les variables à prendre en considération afin d’adopter une démarche scientifique dans ce type d’espace et, plus particulièrement, celles pertinentes pour réaliser des entretiens de groupe. Nous présentons par la suite les particularités à connaître pour organiser un entretien de groupe sur Second Life. Puis, en nous basant sur notre vécu, nous proposons plusieurs implications permettant d’utiliser cette méthode de recherche de façon optimale.
Monday, April 5, 2010
Conference in Montreal next May, 12 (in French) (Benny Rigaux-Bricmont)
2010: Une Odyssée de l´espace virtuel ou la recherche sur les internautes et leurs avatars dans les métavers. Université de Montréal.
Responsable Scientifique: Benny Rigaux-Bricmont (Université Laval)
Association francophone pour le savoir (Acfas). Programme du 78 Congrès, 439-2010, "Une odysée de l´espace virtuel ou la reserche sur les internautas et leurs avatars dans les métavers"
Carte du Campus
Here you have the links to two papers done by Benny Rigaux-Bricmont, Hervet Guillaume, ellafi, khaoula and Leila El Kamel: Using Virtual Worlds for Doing Qualitative Research"
Sunday, March 28, 2010
An Experimental Comparison of 3D Virtual Environments and Text Chat as Collaboration Tools
An Experimental Comparison of 3D Virtual Environments and Text Chat as Collaboration Tools, by Andreas Schmeil & Martin Eppler & Mattia Gubler
University of Lugano, Switzerland, University of St. Gallen, Switzerland
Electronic Journal of Knowledge Management Volume 7 Issue 5, 2009 (637 - 646)
University of Lugano, Switzerland, University of St. Gallen, Switzerland
Electronic Journal of Knowledge Management Volume 7 Issue 5, 2009 (637 - 646)
Thursday, March 25, 2010
2010: Une Odyssée de l´espace virtuel ou la recherche sur les internautes et leurs avatars dans les métavers.
2010: Une Odyssée de l´espace virtuel ou la recherche sur les internautes et leurs avatars dans les métavers. Université de Montréal.
Responsable Scientifique: Benny Rigaux-Bricmont (Université Laval)
Association francophone pour le savoir (Acfas). Programme du 78 Congrès, 439-2010, "Une odysée de l´espace virtuel ou la reserche sur les internautas et leurs avatars dans les métavers"
Carte du Campus
Here you have the links to two papers done by Benny Rigaux-Bricmont, Hervet Guillaume, ellafi, khaoula and Leila El Kamel: Using Virtual Worlds for Doing Qualitative Research"
Thursday, March 18, 2010
Learning through online discussion: A case of triangulation in research
Learning through online discussion: A case of triangulation in research
Michael Hammond & Mongkolchai Wiriyapinit
Australasian Journal of Educational Technology
2005, 21(3), 283-302.
Michael Hammond & Mongkolchai Wiriyapinit
Australasian Journal of Educational Technology
2005, 21(3), 283-302.
Saturday, March 13, 2010
Thursday, March 11, 2010
Presentation of Brainflowing at Virtual Worlds Best Practices in Education, March, 13, 2010
Virtual Worlds Best Practices in Education. 3RD Annual Conference March, 12-13, 2010.
Saturday March, 13, 2010 VWBPE SOUTH
Tutorials/Tools and Products
Draft of the Schedule-
Brainflowing´s presentation:
Day: Saturday, 13 March, 2010.
Time: 03:00 SL (12.00, Spain)
Place: VWBPE South 4 (169, 126, 24)
http://slurl.com/secondlife/VWBPE%20South%204/169/126/24
Link to the place for the presentation(until Sunday, you can try a demo of Brainflowing there)and there also more educational tools displayed, created by Draceina Pinion
Description of the Brainflowing
Virtual Worlds are frequently used for brainstorming. Collaborating as an Avatar in a virtual space gives us a sense of "presence," that enhances our ability to work together and focus on the brainstorming process. There are a number of tools that have been developed to help brainstorm in Second Life. Brainflowing is a new, a different brainstorming tool, created by Gloria Gómez-Diago (gloriagdiagoGalicia avatar) and Akemi Mochizuki (Draceina Pinion avatar) to make it easy to brainstorm new ideas and to transfer the results to Real Life.
The focal point of the Brainflowing is a display board, where text written by participants is displayed. To make it easy to share and use ideas outside of Second Life, the system can send the brainstorming information collected via email. Brainstorming data is also displayed and easily copied from local chat. Furthermore, The Brainflowing can display URLs, making it easy to share relevant web content which can be used for conducting or for encouraging participants.
Brainflowing takes advantage of Second Life in order to achieve things that we cannot obtain in real life. There is a common resistance to express what we think. Thus, by using this tool, participants can brainstorm by anonymity. This means that people can brainstorm freely without fear of annoying others, without fear of ridicule, etc. Usually people avoid saying what they think because they don’t want to get others angry, because they are shy or because they feel not sure about what they think. Brainstorming by anonymity enhances the feeling of belonging to a collective purpose, an exchanging of ideas made to achieve a previously defined collective objective.
You can buy Brainflowing at Dracy´s Virtual Shop
Tuesday, February 16, 2010
Syncretism of Qualitative and Quantitative Research Paradigms. The case for Methodological Triangulation, by H. Paul LeBlanc, 1995
A Handbook of Media and Communication Research Qualitative and Quantitative Methodologies. Edited by Klaus Bruhn Jensen, 1991
The Handbook of Communication Science(2010), edited by Charles R. Berger, Michael E. Roloff, David R. Roskos-Ewoldsen
Social Approach to Communication (1995) Edited by Wendy Leeds-Hurwitt
A Handbook of Media and Communication Research Qualitative and Quantitative Methodologies. Edited by Klaus Bruhn Jensen, 1991
The Handbook of Communication Science(2010), edited by Charles R. Berger, Michael E. Roloff, David R. Roskos-Ewoldsen
Social Approach to Communication (1995) Edited by Wendy Leeds-Hurwitt
Sunday, February 14, 2010
Online qualitative research and metaverses, by Benny Rigaux Bricmont and Leila El Kamel
Online qualitative research and metaverses, by Benny Rigaux-Bricmont and Leila El Kamel. IV Congress of Cybersociety. Work Team: Metaverses and 3D Environments
Saturday, January 30, 2010
Brainflowing
Doing Brainstorming is one of the applications of Virtual Worlds. The feeling of presence that we can have thanks to be into our avatars, make it possible to be focused on the realization of a brainstorming. Thanks to be located in a space, which we share we others, we feel we are taking part in a common activity.
There are some tools that help us to brainstorm in Second Life.
Brainflowing has been created after studying some of those tools. Draceina Pinion (S.L name) and me have designed and created this tool trying to incorporate into it several functions that will help you to brainstorm in Second Life and to take advantage of the brainstorming you do in this Virtual World, for applying the ideas and discussions generated into Real Life.
Brainflowing, consists on a board where the text wrote by participants will be displayed. Because we were interested on can people can transfer the brainstorming to real life, we have added one option that allows sending the brainstorming by email. Furthermore, we can also display the brainstorming in the local chat. In this way, people can copy and paste in a document.
We also considered that when we organize a brainstorming sometimes is needed to show elements, ideas or images for motivating the participation or even for conducting it. Thus, Brainflowing has an option for displaying URLS where we can previously publish some appointments for managing the brainstorming.
Brainflowing takes advantage of Second Life in order to achieve things that we cannot obtain in real life. There is a common resistance to express what we think. Thus, by using this tool, participants can brainstorm by anonymity. This means that people can brainstorm freely without fear of annoying others, without fear of ridicule, etc. Usually people avoid saying what they think because they don’t want to get others angry, because they are shy or because they feel not sure about what they think. Brainstorming by anonymity enhances the feeling of belonging to a collective purpose, an exchanging of ideas made to achieve a previously defined collective objective.
Brainflowing has a symbolic price of 2000 linden Dollars, which are equivalent to $5.28, £4.68 or €5.52, and it is available in Dracy´s Virtual Shop, http://maps.secondlife.com/secondlife/Zerelia/227/99/74
Clik here for arriving to the place where you can find the Brainflowing
Further readings
Updates of the device
Update of braindlowing. Two new features related with the use of the language
Update June 2010. Select the type of Brainstorming you want to perform in Second Life, by using Brainflowing
Events
Presentation of Brainflowing at Virtual Worlds Best Practices in Education, March, 2010
Brainflowing at ISTE. (October 2010)
pictures of presentation of Brainflowing at ISTE (October 2010), taken by rosefirerising
Brainflowing at SL Languages 2010. (October, 2010)
SLlanguages (videos of presentations)
Videos
Video about Brainflowing (made by Draceina Pinion)
Bibliography related to brainstorming at Virtual Environments
Entretien de groupe dans Second Life, by Guillaume Hervet, Leila El Kamel and
Benny Rigaux-Bricmont. RECHERCHES QUALITATIVES – Vol. 29(1), 2010, pp. 69-98.
Gómez-Diago, G. (2010), ‘Brainflowing, virtual/physical space and the flow of
communication: An explanatory approach to the metaverse through a tool designed for brainstorming’, Metaverse Creativity,1:1, pp. 49–65, ISSN: 20403550,
Testimonials of users of Brainflowing (December, 28, 2010)
Multiracial communities and the virtual world: Second Life as educational site of engagement?, by Dean Anthony Fabi Gui
Wednesday, November 25, 2009
Focus group set up in SL (made by Benny Rigaux-Bricmont)
This image illustrates the answer that Rigaux-Bricmont Benny, give to us in the forum of the paper "Conducting Research in Virtual Worlds" which he has done with khaoula ellafi and Hervet Guillaume for the IV Congress of Cybersociety
You can see a multi chair which will accomodate the number of participants, a chalk noteboard on which one you can write information, a brain board for anonymous brainstorming and a consent ball in order to respect the ethical principles for researching with avatars.
Sunday, May 18, 2008
Métodos y Técnicas de Investigación (Sierra Bravo)
Interesantes me parecen las aclaraciones que dibuja Sierra Bravo acerca de los presupuestos que debe contener un método de investigación (1995:18) y acerca de la diferencia entre método y técnica (1995:25)
Un método de investigación completo debe comprender no sólo un contenido determinado, o la especificación de una serie de etapas o fases a seguir para lograr el conocimiento pretendido, sino también una base racional constituida por :
a) Los presupuestos filosóficos del método de investigación
b) El enfoque y los puntos de vista adoptados por el método
c) Los principios racionales que orienten y justifiquen las actuaciones que el
método de investigaciónn suponga.
d) Las técnicas específicas para llevar a efecto, según las circustancias del caso, las fases y operaciones del método de investigación (1995:18)
Sierra Bravo hace una distinción entre métodos y técnicas
Método: procedimiento general del conocimiento científico y es común, en general, a todas las ciencias
Técincas: procedimientos de actuación novedosos y particulares, relacionados con las distintas fases del método científico
Un método de investigación completo debe comprender no sólo un contenido determinado, o la especificación de una serie de etapas o fases a seguir para lograr el conocimiento pretendido, sino también una base racional constituida por :
a) Los presupuestos filosóficos del método de investigación
b) El enfoque y los puntos de vista adoptados por el método
c) Los principios racionales que orienten y justifiquen las actuaciones que el
método de investigaciónn suponga.
d) Las técnicas específicas para llevar a efecto, según las circustancias del caso, las fases y operaciones del método de investigación (1995:18)
Sierra Bravo hace una distinción entre métodos y técnicas
Método: procedimiento general del conocimiento científico y es común, en general, a todas las ciencias
Técincas: procedimientos de actuación novedosos y particulares, relacionados con las distintas fases del método científico
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