Today I’m writing bits and pieces into my methodology chapter, and I thought that I should reflect here on four key questions that Creswell (2003) states must be addressed by the researcher during the planning stage.
1. In what sequence will the qual and quant data collection be implemented?
This is an easy one as for quite some time now I’ve been clear about the order. In order to look at the self-directed learning of occupational therapists – especially why people do what they do as self-directed learners , I firstly need to find a range of learners across the self-directed learning spectrum. After all, one would suggest based on the research that highly self-directed learners would talk about a range of ways of self-assessing, have clear objectives linked to the outcome of the self-assessment, use a range of activities that fit with their learning styles, and have detailed self-reflections. And that those who rate themselves as less highly self-directed (I can’t find a way of describing those at the other end – except to say not self-directed) would find those various steps harder to do and therefore produce less detailed self-assessments, have objectives that perhaps don’t easily relate to the self-assessment, be limited in the choice of activities (and perhaps feel they aren’t great learning activities but that’s all they can choose from) and perhaps have more superficial critical reflections.
Now this is probably very simplistic, but when the research on occupational therapists and self-directed learning is sparse, what do we have to guide us. There is huge amounts on student self-directed learning, but after that it seems that we all assume we are competent self-directed learners, therefore research has not been required – hmm???
It follows then that I should use a self-directed learning readiness scale that is quantitative – that I can complete a quantitative analysis which will allow me to describe a large group of people. From this group I can then invite those who are ranged across from not self-directed to highly self-directed to gain more insight into the nature of self-directed learning in New Zealand occupational therapists – which is the analysis of the online portfolios people complete for the OTBoard recertification process, and the semi-structured interviews?
Make sense – I hope so.. I need to work on building this argument for sure in my methodology!
2. What relative priority will be given to the qual and quant data collection and analysis?
Now this seems a ‘too-hard’ question to answer at the moment – but perhaps not. Because I’m really more interested in the nature of self-directed learning of occupational therapists -then the relative priority should be given to the qualitative data collected through analysis of online portfolios and the interview. The quantitative data exists to give a snapshot of a group of occupatioanl therapists and their rating of their self-directed learning. On it’s own the outcomes of this scale will not say a lot? Hmm can I say that?
3. At what stage will the qual and quant data be integrated?
I think the integration of the data occurs when I take peoples’ rating on their scale, take the information I gain from analysing their online portfolios and use this to frame up the questions for the semi-structured interview. You rate yourself this way, but your portfolio suggests this and what do you think???
4. Will an overall theoretical perspective be used to guide the study?
At this stage the overall theoretical perspective is from Garrison and his model of a self-directed learner – but before I get into the analysis of the online portfolios and the interviews I better be sure that’s the way I will go as I think this will shape up the way I frame my questions too. The SDLRS that I’ve selected uses similiar subheadings to Garrison’s model although I don’t yet know whether a theoretical framework was used in the design of the scale. I know the process used to decide what questions to ask in the scale – but what informed the design of the questions is not clear I think.
Would be interested in any comments on above – and I will post up on my blog the research questions. One of the other outputs in the EdD programme is a portfolio and part of this is to talk about how my community informed my research – so here’s your chance OT community!
May 31, 2010 @ 05:46:50
Merrolee do you have a preliminary hypothesis or are you exploring a specific phenomenon (like ‘what is a self-directed learner?’ or ‘how does a self-directed learner differ from a non-self-directed learner’). Because the research question will clarify the methodology you want to use (IMHO!).
I’ve used grounded theory because it is a complete methodology and you can use qualitative and quantitative data – it generates an explanatory theory that can then be further explored using more traditional hypothetico-deductive methodologies. I’m using it in a realist and positivist way, which may differ from the ontological and epistemological viewpoint you’re coming from, but I like its flexibility as a method.
My research questions are: What? To develop a theoretical explanation of the ways in which people living well with chronic pain carry out important activities
How? Grounded theory methodology: interview, questionnaires, refining concepts to explain people’s actions using constant comparison and data grounded in what people say and do
Why? To find out what people do, how they do it, and what happens when their strategies don’t work so that clinicians can begin to base treatments on strategies that ‘well’ people use, rather than based on deficits people may have
I found that by boiling down my whole study into these three questions I’ve finally (!) worked out what it is I’m doing! It’s great to read your musings as you go through this process (I’m jealous that you’re moving faster than I am!)
cheers
Bronnie
Jun 02, 2010 @ 22:09:58
Thanks Bronnie
Yes good point (ha ha).. what is the research question – I’m going to post it on the side of my blog as well but here it is. As you can see I”m interested in a particular phenomenon
“What influences NZ registered occupational therapists’ ability to manage the regulated self-directed learning process used to ensure ongoing competence to practice”
Sub-questions are:
1. To what degree are occupational therapists self-directed learners?
2. What do occupational therapists do to manage the processes of self-assessment, objective setting, activity selection and critical reflection and why?
3. What influences their ability to manage the processes?
4. Which of these influences support occupational therapists’ ability to be effective self-directed learners and why?
And I like the what, how, why questions.
So the what is – about understanding what influences how we go about this self-directed learning process – which means that I have to first find out whether we are in fact self-directed, and then how do we go about managing or not managing this process (which is to say it won’t be either or, but on a spectrum).
The how – mixed methods – completion of a self-directed learning readiness scale for a large group of therapists, then taking form this group people who are non-self-direted through to highly self-directed. With their permission getting access to their online portfolio for analysis (not quite sure how to do this bit yet), and then pulling the information from the analysis and from the scale and undertaking a semistructured interview.
They why… that’s easy! The OT board introduced a process starting in 2005 that essentially was a self- directed learning process. It is one of the ways we demonstrate our ongoing competence to practice, and indeed if no-once complains about our practice it is the only measure that the board has of our competence – ie the board assumes that if we can competently manage a self-directed learning process, then we are competent practitioners. I believe (and remember this is only my personal opinion) that assumption is potentially flawed especially when many (but not all) OT’s I have talked to about the study have not even realised that this is a self-directed learning process until I talk about my study. While we had guidance about how to complete the portfolio online, at no time did the OT board say – this process is a self-directed learning process. Effective self-directed learners do this, this and this – they have these attitudes, they do these things. think about this and use this information to help you manage the process. So the intention of my research is to better understand what OT’s are doing and why within the framework of their online portfolio which expects people to be self-directed learners. This information can be used by the board and others to better prepare people who may not be strong self-directed learners to understand what they could focus on in order to better manage the process.
Jun 09, 2011 @ 09:29:07
Its totally knowledgeable post..you have explained your theories intelligently. It consists of lots of information for new comer like me. Keep on your work..nd get enrich us with your work. An occupational therapist’s point of view., this is a worthy thread..