This link has been bookmarked by 6 people . It was first bookmarked on 20 Jul 2007, by Ole C Brudvik.
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26 Oct 11
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To discover the personal experiences of the participant-facilitators in these situations, the researchers began to search for learning approaches which would not only explicitly acknowledge their roles as researchers, facilitators and trainers but also their intimate involvement in the study. This meant looking for a framework that would include them in the design of the study, by allowing them to take an active part in its implementation and in collecting, analyzing and interpreting the data. This is what Cunningham (1993) described as being engaged in the problem as it evolves. In each of the two case studies, it was decided that action learning would be the appropriate and relevant approach for an e-facilitation training programme.
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e grounded theory approach taken in these two studies relies on the constant comparative method developed by Glaser and Strauss (1967). This method assumes the processes of data collection, coding, analysis, and theorizing to be simultaneous, iterative and progressive. For example, as the data are collected, they are coded into categories (as many as possible) so that subsequent coding either will confirm these categories or refine, extend and modify them to fit the new data. New categories may also emerge at this stage. This data collection procedure is governed by a process known as theoretical sampling where the coding and analysis done at the initial stages determines the subsequent data to be collected. Theoretical sampling, unlike statistical sampling, is the process of collecting data for comparative analysis and it is especially useful to facilitate theory generation. Wilson compares theoretical sampling with statistical sampling:
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Grounded theory as used in the two studies is inductive; that is, the concepts, insights, and understanding are developed from patterns in the data. It is this inductive process that provides the primary value because little is known about the nature of e-facilitation at the beginning of both studies. The choice of grounded theory is based on the belief that to document the human experience of participants in an intensive study which involves developmental processes of change over a sustained period of time, the researchers had to be close to the participants to capture these experiences as they happened. Specifically, the choice of grounded theory as the research method for the collection and analysis of data was guided by the following considerations
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Close tie to the data: the grounded theory approach provides the researcher with a structured method of making sure that the emerging theory is closely tied to and consistent with the empirical data (Glaser & Strauss 1967). This approach is particularly important in these studies as they address the gap between research and practice and provides a detailed and rich account of the area under investigation (Martin & Turner 1986).
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The focus on process analysis: one reason for choosing the grounded theory approach is that this study looks at human experience, interaction and change in a group setting (Strauss & Corbin 1990). Grounded theory facilitates'the generation of theories of process, sequence, and change pertaining to organizations, positions, and social interaction' (Glaser & Strauss 1967: 114) and seems particularly suitable for a study aimed at understanding the process by which e-facilitators learned their craft.
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The use of contextual interpretation: human experiences are complex and rich and so qualitative research studies that focus on human experiences must provide contextual interpretation of the research results. For example, Orlikowski (1993: 311) suggests that 'to produce accurate and useful results, the complexities of the organizational context have to be incorporated into an understanding of the phenomenon, rather than be simplified or ignored.'
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01 May 10
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- Close tie to the data: the grounded theory approach provides the researcher with a structured method of making sure that the emerging theory is closely tied to and consistent with the empirical data (Glaser & Strauss 1967). This approach is particularly important in these studies as they address the gap between research and practice and provides a detailed and rich account of the area under investigation (Martin & Turner 1986).
- The focus on process analysis: one reason for choosing the grounded theory approach is that this study looks at human experience, interaction and change in a group setting (Strauss & Corbin 1990). Grounded theory facilitates'the generation of theories of process, sequence, and change pertaining to organizations, positions, and social interaction' (Glaser & Strauss 1967: 114) and seems particularly suitable for a study aimed at understanding the process by which e-facilitators learned their craft.
- The use of contextual interpretation: human experiences are complex and rich and so qualitative research studies that focus on human experiences must provide contextual interpretation of the research results. For example, Orlikowski (1993: 311) suggests that 'to produce accurate and useful results, the complexities of the organizational context have to be incorporated into an understanding of the phenomenon, rather than be simplified or ignored.'
Specifically, the choice of grounded theory as the research method for the collection and analysis of data was guided by the following considerations:
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- Close tie to the data: the grounded theory approach provides the researcher with a structured method of making sure that the emerging theory is closely tied to and consistent with the empirical data (Glaser & Strauss 1967). This approach is particularly important in these studies as they address the gap between research and practice and provides a detailed and rich account of the area under investigation (Martin & Turner 1986).
- The focus on process analysis: one reason for choosing the grounded theory approach is that this study looks at human experience, interaction and change in a group setting (Strauss & Corbin 1990). Grounded theory facilitates'the generation of theories of process, sequence, and change pertaining to organizations, positions, and social interaction' (Glaser & Strauss 1967: 114) and seems particularly suitable for a study aimed at understanding the process by which e-facilitators learned their craft.
- The use of contextual interpretation: human experiences are complex and rich and so qualitative research studies that focus on human experiences must provide contextual interpretation of the research results. For example, Orlikowski (1993: 311) suggests that 'to produce accurate and useful results, the complexities of the organizational context have to be incorporated into an understanding of the phenomenon, rather than be simplified or ignored.'
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Baskerville and Pries-Heje argue that the theory development component of action research can be made more rigorous by using theory development methodologies such as grounded theory. This combination of the two methods, known as grounded action research, is essentially an integration of certain grounded theory techniques in the different stages of action research.
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22 Mar 08
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25 Feb 08
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20 Jul 07
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20 Sep 05
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Generating and analysing data for applied research on emerging technologies: a grounded action learning approach
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Generating and analysing data for applied research on emerging technologies: a grounded action learning approach
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Generating and analysing data for applied research on emerging technologies: a grounded action learning approach
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