DRAFT: This module has unpublished changes.

Data Analysis:

 

Stake (1995) suggests that qualitative analysis is concerned with understanding the phenomena rather than stating an explanation; thus analysis of the data for our project was to “tell the story” (p. 39). In an effort to do so, the analysis is guided by a strategy of thick, rich description.  Once all documentation was gathered, content analysis was performed on student journals and faculty observations.  Journals and observations were reviewed and discussed among the research group in order to better tailor follow up semi structured interview questions to each specific student.

 

Once each interview was complete, audio tapes were transcribed and content analysis was performed on each transcription. To eliminate oversight, another content analysis was performed on each interview once all of the interviews were completed. The primary researcher utilized other researchers who also used technology in the classroom to perform a separate content analysis on each interview. Categorical indexing was used to classify common themes or central ideas that emerged from the interviews. Major themes were selected and agreed upon after further discussion among the research group. The themes from each interview were given back to the subject as a form of member check. All steps were completed to reduce known limitations when using categorical indexing (Gratton & Jones, 2004).

 

Two important points throughout the research were vital to the compilation of the results.  First, a commitment to triangulation was made throughout data collection.  Maxwell (2004) provides two valid reasons why triangulation is necessary, and both apply to the collection in this project: “This strategy reduces the risk that your conclusions will reflect only the systematic biases or limitations of a specific source or method and allows you to gain a broader and more secure understanding of the issues you are investigating (p. 94). 

 

Second, the researchers continued to analyze the data while conducting the research.  A continuous flow of gathering and analyzing data was very important to updating the researcher’s notes and identifying new or emerging themes.  Coffey and Atkinson (1996) support this study design decision by stating, “We should never collect data without substantial analysis going on simultaneously” (p.2).

 

 

Results:

 

Student Descriptives (n=80)

 

The table below describes the 80 subjects enrolled in Introduction to LSM (2 sections) and an upper level LSM Marketing course who completed the technology assignments and the qualitative questionnaires.  Students were primarily B students, who completed approximately 25% of their degree requirements, and are male, LSM majors.

DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.

Interview Subject Descriptives  (n=10)

 

A small subsample of the students enrolled in the targeted classes participated in the second phase of the study – the semi-structured interviews.  The sample was evenly balanced in gender and class standing, however most of the participants were Caucasian.

DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.

Themes

 

Content analysis of the student questionnaires, interviews transcriptions and faculty observations and reflections revealed four major themes.  The result tabs on the left  provide support for each theme with verbatim quotes from student subjects and faculty reflections.

 

 

DRAFT: This module has unpublished changes.