4.2 Research Design and Methodology 77
4.2.2 Qualitative Case Study Methodology 79
More than three decades ago, studies surfaced regulating the awareness of using qualitative research methods, such as the case study, which can be used to explore development and implementation of computer-based information systems (Benbasat, Goldstein & Mead, 1987). A case study is one of several ways of conducting research, since it seeks to understand human beings in a social context by interpreting their actions as a single group, community or event (Gerring, 2004). From an interpretive perspective case studies aim towards a deeper understanding of how participants relate and interact with each other in a context-specific situation and the meaning that arises from the phenomena under study (Maree, 2007).
Phenomena suggest “a way of describing something that exists as part of the world in which we live (Hancock, 2002. p.8). This is synonymous with Activity Theory which believes there should be interaction among participants involved in an activity to achieve desired outcomes. Tellis (1997) confirms this ideology by contending that case studies should be linked to a theoretical framework (Cited in Zainal, 2007). Therefore the researcher has selected the case study methodology to underpin the findings of this study. Various scholars have defined the concept of a case study that treads on common ground, to enable the researcher to better comprehend this approach.
According to Zainul (2007) a case study allows a researcher to investigate data more closely within a specific context. This often inculcates a small geographical area with a limited number of individuals as the subjects of the study. Gerring (2004) supports this assumption by attributing this approach as an intensive study of a single unit for the purpose of understanding a larger class of similar units. In a similar vein Baxter and Jack (2008) convinces that the qualitative case study ensures an exploration of a phenomenon within its context using a variety of data sources.
This indicates that the issue under scrutiny is not tackled through a singular lens, but rather a variety of lenses which cater for multiple facets of the phenomenon to be viewed and understood.
Yin (1984) concurs with this analogy by validating the use of multiple sources of evidence in support of the case being investigated, particularly when the boundaries between the phenomenon and the context are not sufficiently outlined. Rowley (2002) advocates the
importance of case study methodology that leads to a “more deeper and more detailed investigation of the type that is normally necessary to answer how and why questions.” (p.17)
Drawing from the discussion hence forth, the definitions proposed by different experts establish a foundation from which the case in this study can be defined and explored. Given the nature of qualitative case studies pointed out by Zainul (2007), this study takes place in the context of a higher education institution in Durban, focusing specifically on the Curriculum Context and Change module to investigate the findings. The case constitutes the use of online resources in the teaching and learning of curriculum issues. Jack and Baxter (2008) contend that the case cannot be distinguished in isolation but in the context of where the research takes place. The researcher is then challenged with the task of selecting an activity or process, such as observation or interviews, to generate understanding. When the researcher reverts to the research questions initially composed, he/she first keeps the study in focus, and then allows room to deviate onto aspects beyond the context of the study. Rowley’s (2002) perception alerts the researcher to answer the research questions of what, how and why online resources have been used to facilitate teaching and learning. This highlights the case as the object of interest that comprises the phenomena of the study (Baxter & Jack, 2008). The results of findings therefore emphasise the potential use of online resources in the course that can be applicable to other educational environments as well as challenges that exist to hinder or prevent optimal use of online tools. Yin (1984) suggests that the researcher employing a case study approach may use a variety of sources to derive evidence. Thus the researcher conducted observations and other methods to discover the application of online resources in determining curriculum issues.
Application of the case study methodology has been used in many areas of discipline such as sociology, law, medicine and education (Zainal, 2007). In the field of education, evaluative applications were investigated to determine the use and effectiveness of educational programmes and initiatives (Zainal, 2007). Similarly the present study undertaken will determine the extent to which students of the Curriculum Context and Change module use online resources to achieve the objectives and aims of the modules in relation to the students need to learn. This represents the case under study.
As stated earlier in chapter three, the paradigm in which the research takes place is integral as it determines the position of the researcher in a study. The interpretive paradigm has been selected, since the researcher is viewed as the primary data-gathering analyst (Denzin & Lincoln, 2003). The constructivist paradigm has also been briefly mentioned as it is closely associated with the interpretive because researchers in this field of inquiry believe that people’s actions cannot be predicted. Instead, behaviour has to be understood based on the experiences vital to
the learning process (Christiansen et al, 2010). Significantly Stake (1995) and Yin (2003) confirm their stance on case study on a constructivist paradigm. Constructivists claim that people construct their own reality from ideas or concepts that stem from past and present knowledge (Wells, 2007). An advantage of this approach is the distinct collaboration between the researcher and participants. The participant/s converse with the researcher in ways that describe their experience of reality and this equips the researcher with a fervent understanding of the participant/s actions (Lather, 1992). It is important to bear in mind the influence of the constructivist paradigm upon a case study because this assisted the researcher in acquiring a deeper analysis of the participants’ experiences. The participants included the facilitator and students because the study involved examining the use of online tools in both the teaching and learning process. The case study further helped the researcher ascertain other issues, like whether the advance of ICT integration into higher education, as envisaged by the South African government, is being implemented, or just policy idealism with insufficient fruit to bear.
A stark feature of a case study method is the use of multiple data sources; a mechanism which increases the credibility of the data (Yin, 2003). As a form of qualitative research, case studies can explore several research designs that include semi-structured interviews, document analysis and participant observation (Bryman, Stephen & Campo, 1996). Data from the multiple sources are then converged in the process of analysis, instead of dealt with in a singular notion (Baxter &
Jack, 2008). This means that the case study itself cannot be used to collect data but utilise various research methods, as identified above, to interpret data. Triangulation is a pivotal tool in ensuring the validity of a case study research (Johansson, 2003). For this study the researcher used individual and focus group interviews; observations; document analysis; and an online questionnaire. The purpose of the study rests in an in-depth description of the facilitator and students, their behaviours, perceptions and experiences in assimilating with an online learning environment in a natural setting, which is the Curriculum Context and Change module at a higher education institution in Durban (Zainul, 2007).
Each data source contributes and develops the researcher’s understanding of the entire phenomenon (Baxter & Jack, 2008). This strengthens the findings as the different threads of data intertwine with each other to cultivate a deeper understanding of the case. The researcher purposed to identify and interpret the use of online resources in teaching and learning of curriculum issues, and used certain data generation sources to ascertain this. Therefore the researcher used observation to observe lessons in the Curriculum Context and Change module to understand what online tools were implemented by the facilitator to develop students’ learning and inform teaching of curriculum concepts. It also indicated a realistic description of how these were being used, as the students interact with the facilitator in approaching curriculum theory.
Further the researcher interviewed participants using a semi-structured interview schedule, who related their experiences and feelings of engaging with an online type of learning. Interviews represent a primary source of information where interpretive case study research takes place, as this method allows the researcher to effectively access case participants’ views and interpretation of their actions and events (Walsham, 1995). In addition the researcher reviewed and analysed documents from the online learning space to inform a greater perspective of the study. The online reflection in which students had to complete also helped the researcher ascertain the data.
Case study research has been conveniently used to achieve an array of research aims: to provide descriptions of phenomenon, develop theory and test theory (Darke, Shanks &
Broadbent, 1998). Case study research has been linked to description with theory development and for exploration of areas where existing knowledge is limited (Darke, Shanks & Broadbent, 1998). So it is relevant to use the case study to inform activity theory proposed for this study, since this methodology is linked to theory development. Further, Yin (1984) distinguishes between three categories characterising case study, namely: exploratory; descriptive; and explanatory. Exploratory case studies are determined to explore any phenomenon in the data which would ordinarily be a point of departure to the researcher. Descriptive case studies aim to describe the natural phenomena which outplay in light of the data in question, whilst explanatory case studies seek to examine data in-depth in the endeavour of explaining the phenomena in the findings (Zainul, 2007; Rowley, 2002). The nature of this study is twofold. Firstly, it may be viewed in an exploratory dimension because it seeks to ascertain the nature of practise in using online tools in teaching and learning of curriculum issues, and also to acquire thorough knowledge of how and why the facilitator and students implement these the way they do.
Secondly, it can be regarded as a descriptive case study for the purpose of providing a holistic picture of a phenomenon within its context – teaching and learning of curriculum concepts and theory using online resources at a higher education institution in Durban. In this instance, the researcher desired to learn about and understand the benefits and challenges of implementing online tools, as articulated by the participants.
The case study method is viewed advantageous for the researcher whose intent is to examine data closely at a micro level (Zainul, 2007). This analysis of data is mainly conducted within the context of its implementation. Another strength of case studies is its use of multiple data sources that typifies triangulation. Triangulation uses evidence from different sources to corroborate the same discovery or result (Rowley, 2002). As discussed earlier, the researcher was able to establish a close link with participants by directly observing them in their natural context, the Curriculum Context and Change module, and also interview them to generate a stronger analysis to clarify and validate what has been observed in the data. In addition, a case study not only
assists with exploring or describing the data, but also provides detailed qualitative findings in a real-life atmosphere. They also convey the complexities of realistic situations that may not be discovered through experimental or survey research (Zainul, 2007). Hence the researcher was able to determine the limitations or problems the facilitator and students experienced whilst employing online tools in their learning space.
In retrospect, although case studies pose numerous advantages, particularly for their description of real situations and detailed behaviour, they are also criticised for certain weaknesses that cannot be overshadowed. Scholars concur that the results of a case study cannot be generalised especially in scientific development, but can inform studies in a similar field of the research (Flyvbjerg, 2006). Flyvbjerg (2006) utterly downplays the value of a case study from a conventional view, and cautions that they need to be linked to hypothesis. The case study method has also been ‘condemned’ for its lack of rigour and the ability for a researcher to maintain a biased interpretation of the data. In addition, case studies have been thought of as cumbersome to conduct; given the producing of intense documentation (Yin, 1984). Although there are criticisms researchers persist with implementing case study methodology, specifically for the merit it holds in presenting realistic experiences - which is ultimately the crux of this study.
4.3 QUALITATIVE APPROACH
Educational technology research methods are under revision as new questions and concerns emerge (Savenye & Robinson, 2004). A point of departure in regulating the collection of information for research intentions is based on two approaches: quantitative and qualitative research. The first seeks to observe and measure things objectively (Jackson II, Drummond &
Camara, 2007). However, this process proved to be inadequate in the study of human behaviour and the social world; which gave rise to new ways of answering research questions and thus the inception of qualitative research (Hancock, 2002). Since then qualitative research has achieved widespread momentum as mode of inquiry. The qualitative field emerges with assumptions through world views, and the study of research problems related to the meaning individuals or groups experience in their social environment (Creswell, 2003). The philosophical assumption rests in understanding how people make sense of their worlds and the interactions that occur in their natural settings (Cohen et al, 2007). Given this description, the researcher endeavoured to understand the real experiences, perceptions and feelings of the facilitator and students who implement online resources as a mechanism for teaching and learning of curriculum development, policy and practise at a higher education institution in Durban (Hancock, 2002).
This afforded the researcher the opportunity to conduct the study in its natural environment, in this case, the Curriculum Context and Change module. Qualitative research is characterised by
finding answers to questions which begin with: why? how? and, in what way?, typical of the research questions in this study (Hancock, 2002).
Shank (2002) conceptualises qualitative research as “a form of systematic empirical inquiry into meaning” (p. 5). This suggests that a researcher attempts to understand how others relate to their experiences in the environment in which they inhabit, thus supporting the rationale for this study. The facilitator and students were able to express their interaction with the course in different ways. Participants shared their stories as probed by the researcher through the use of semi-structured individual and focus group interview schedules. Interviewing allows for more flexibility and responsiveness to emerging themes for both the interviewer and the respondent.
The fundamental advantage in appropriating focus group interviews is to observe a large amount of interaction among multiple participants on one or more topics in a limited amount of time (Jackson II, Drummond & Camara, 2007). The facilitator and students provided a thorough account of the actual events that governed teaching and learning of the module. Interviews are interwoven with other methods of data collection in order to sustain the researcher with a groundswell of information for analysis (Turner, 2010). Therefore the facilitator and students were observed presenting, interacting and demonstrating their knowledge and skills in using online resources in determining issues of curriculum change and articulation in South Africa.
Observation allows the researcher to report on things physically witnessed as opposed to what other people may have perceived, and record these to the benefit of the study (Cohen et al, 2007). Document analysis catered further for evidence on what was taking place in the course, such as learning material and assignments; and how these were being achieved. Students discussed and exchanged ideas via the learning site, developed by the course facilitator, and this was considered vital to data collection on qualitative analysis.
The value of qualitative assessment has been underestimated, particularly due to the immense criticism through the lack generalisable results it produces (Lincoln, 2002). However Thorngate (1976) argues that any theory of social behaviour cannot be general or accurate. In a similar vein Harper and Kuh (2007) contend that there is a need for ‘specifics’ “as higher education becomes more complex and expectations for documenting educational effectiveness increase” (p. 5).
Hence, qualitative studies explore the specifics by illustrating a thick description into the real-life experiences of people (Jackson II, Drummond & Camara, 2007). Therefore in a qualitative approach the researcher seeks to voice a holistic picture form historically unique situations where idiosyncrasies are relevant for sense making (Ospina, 2004). Consequently the researcher uses an inductive mode, advocating for the data to express itself. Based on the assumptions of a qualitative study the researcher used text and other literacy techniques such as samples, quotes, models, illustrations and events to describe the findings, in contrast to a numerical account that
tend to isolate the phenomenon (Merriam, 1998; Ospina, 2007). The data was collected and recorded by the researcher as events through the qualitative instruments of interviews, individual and focus group; observations, document analysis and an online questionnaire. Jackson II, Drummond and Camara (2007) assert that rather than depending on pre-structured questions to ascertain categorised, forced-choice responses with minimal leverage for open-ended feedback to questions as with quantitative analysis, the qualitative researcher relies on deep, rich detail derived from lived experiences. The data was collected in the form of quotes, words, diagrams, pictures and screen-prints of the learning space site. Given the nature of qualitative studies, the researcher is able to gain more information about a phenomenon because a variety of data sources can be used to generate the findings (Cohen, 2000; Jackson II, Drummond & Camara, 2007).
In view of the vast use of computer-based interactive technologies in education and industry, educational technologies have beckoned the call for the implementation of more qualitative research methods to explore educational practises (Savenye & Robinson, 2004). It is within this frame of reference that the researcher felt more confident in applying a qualitative approach, as the primary interest lay in the facilitator and students’ experience and ethnic disposition in using online tools to develop teaching and learning. Qualitative methodology has divulged great insight into the underlying issues regarding the use of online resources in the Curriculum Context and Change module, since the researcher is the main data-gathering instrument that can convey first- hand quality results (Savenye & Robinson, 2004).
Qualitative studies commonly include ethnographies because these tend to be specific.
Ethnography is given to mean “the art and science of describing and interpreting cultural behaviour from a close textual-analytic standpoint” (Jackson II, Drummond & Camara, 2007; p.
5). The researcher is able to consider the element of ethnicity since in qualitative studies the researcher becomes part of the study by interacting closely with the participants. They share their values and worldviews that determine the data in support of the study (Savenye &
Robinson, 2004). Therefore the researcher used observation, interviews, questionnaires and document analyses to gain an in-depth account into the personal experiences that evidenced participants’ assimilation in online learning environment. The researcher also spent a considerable amount of time at the higher education institution prior to the data generation process to be familiar with the context, facilitator and students, to better develop knowledge of whom will be part of the study, at what time and at what point.
Most of the participants involved in the study were part-time students with full-time jobs in the teaching profession, and much of their spare times were devoted to their personal studies.