SavedAdd your journal

Journals / Eğitimde Nitel Araştırmalar Dergisi / 2020 / Cilt: 8 - Sayı: 4

Methodological Evaluation of the Use of ICTs in Mixed Method Research in Education

BİT'lerin Eğitimde Karma Yöntem Araştırmalarında Kullanımının Yöntemsel Açıdan Değerlendirilmesi

Mehmet FIRAT
Hakan ALTINPULLUK
Hakan KILINÇ
Pages
1365–1376
Publication Date
2020-10-27
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Finally, educational researchers underlined the critical importance of the discovery of new MMR models in digital age.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this phenomenological research was to evaluate the use of Information and Communication Technologies (ICTs) in mixed method research (MMR) in education from a educational researchers’ methodological perspective.
📊
Key Findings & Data:Semi-structured interviews were conducted with 12 educational researchers.
💡
Conclusion & Impact:Finally, educational researchers underlined the critical importance of the discovery of new MMR models in digital age.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Eğitim araştırmacısı · karma yöntem araştırması (KYA) · bilimsel araştırmalarda bilgi ve iletişim teknolojileri (BİT)

Abstract

The purpose of this phenomenological research was to evaluate the use of Information and Communication Technologies (ICTs) in mixed method research (MMR) in education from a educational researchers’ methodological perspective. Semi-structured interviews were conducted with 12 educational researchers. The data were analyzed by thematic content analysis. Nine themes were identified in the interviews with educational researchers. The most emphasized contribution of ICTs was found to be about data collection. Six of the themes explained the need for new data collection tools and positive evaluations of ICTs on triangulation and transformation of data by collecting massive, in-depth and original data for MMRs. Two themes were about the role of the researcher in MMRs. Educational researchers argued that the use of ICTs in MMRs can support collaborations among researchers and reduce researcher limitations. Finally, educational researchers underlined the critical importance of the discovery of new MMR models in digital age.

Özet

Bu fenomenolojik araştırmanın amacı, Bilgi ve İletişim Teknolojilerinin (BİT) eğitimde karma yöntem araştırmalarında kullanımının eğitim araştırmacıları tarafından yöntemsel açıdan değerlendirilmesidir. Eğitim alanından 12 araştırmacı ile yarı-yapılandırılmış görüşmeler yapılmıştır. Veriler tematik içerik analizi ile analiz edilmiştir. Eğitim alanından araştırmacılarla yapılan görüşmelerde dokuz tema belirlenmiştir. BİT'lerin en çok vurgulanan katkısının veri toplama ile ilgili olduğu bulgusuna ulaşılmıştır. Temalardan altısı, yeni veri toplama araçlarına olan ihtiyacı ve BİT'lerin karma araştırma yöntemleri için büyük, derinlemesine ve orijinal veriler toplayarak, verilerin sağlaması ve dönüştürülmesi üzerindeki olumlu değerlendirmeleri açıklamaktadır. İki tema araştırmacıların karma araştırma yöntemindeki rolü ile ilgilidir. Eğitim alanındaki araştırmacılar, BİT'lerin karma araştırma yöntemlerinde kullanılmasının araştırmacılar arasındaki işbirliğini destekleyebileceğini ve araştırmacının sınırlılıklarını azaltabileceğini savunmaktadır. Son olarak, eğitim alanındaki araştırmacılar, yeni karma araştırma yöntemi modellerinin keşfedilmesinin dijital çağdaki kritik öneminin altını çizmektedir.

🔖

Cite This Article

FIRAT, M., ALTINPULLUK, H., KILINÇ, H. (2020). Methodological Evaluation of the Use of ICTs in Mixed Method Research in Education. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 8 - Sayı: 4, 1365–1376. https://ajindex.com/articles/662476

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150.
  2. Best, S. J. and Krueger, B. S. (2004). Internet data collection, quantitative applications in the social sciences, Thousand Oaks: Sage Publications. Baltar, F. and Brunet, I. (2012). Social research 2.0: virtual snowball sampling method using Facebook. Internet Research, 22(1), 57-74.
  3. Bhatti, R. (2013). Impact of ICT on social science faculty members’ information usage pattern at Bahauddin Zakariya University, Multan. Library Philosophy and Practice. 928. Birnbaum, M.H. (2004). Human research and data collection via the Internet. Annual Review of Psychology, 55, 803-832.
  4. Bond, D., & Ramsey, E. (2010). The role of information and communication technologies in using projective techniques as survey tools to meet the challenges of bounded rationality. Qualitative Market Research: An International Journal, 13(4), 430-440.
  5. Borgman, C. L. (2006). What can studies of e-learning teach us about collaboration in e-research? Some findings from digital library studies. Computer Supported Cooperative Work, 15(4), 359-383.
  6. Buchanan, E. A., & Hvizdak, E. E. (2009). Online survey tools: Ethical and methodological concerns of human research ethics committees. Journal of Empirical Research on Human Research Ethics, 4(2), 37-48.
  7. Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
  8. Dutton, W. H. (2013). The social shaping of digital research. International Journal of Social Research Methodology, 16(3), 177-195.
  9. Fielding, N. G. (2012). Triangulation and mixed methods designs data integration with new research technologies. Journal of Mixed Methods Research, 6(2), 124-136. DOI: 10.1177/1558689812437101 Fung, H. P. (2013). Effects of information and communication technology on social science research. Africa Development and Resources Research Institute (ADRRI), 1, 1- 8. Germanakos, P., & Belk, M. (2016). Human-centred web adaptation and personalization. Springer. Granello, D. H. and Wheaton, J.E. (2004). Online data collection: Strategies for research. Journal of Counselling and Development, 82, 387-394.
  10. Hackett E. J. (2011). Possible dreams: Research technologies and transformation of the human sciences. In Nagy Hesse-Biber S. (Ed.), The handbook of emergent technologies in soc