Integrating NVivo into qualitative methods teaching

30.07.2010

1Curtin University is a trademark of Curtin University of TechnologyCRICOS Provider Code 00301J

Curtin University is a trademark of Curtin University of TechnologyCRICOS Provider Code 00301J

Lynne Roberts, Lauren Breen & Maxine Symes

Integrating NVivo into Qualitative Methods Teaching

QSR International eSeminar 24 August 2012


Lynne Roberts

Lauren Breen

Maxine Symes

30.07.2010



Planning: Big Picture

Aim to integrate the teaching of NVivo within the teaching of qualitative research

Focus on:

Integration

Extension

Value-adding

Teaching NVivo


Planning: Practicalities

Upgrading teaching staff skills in using NVivo

Identifying core components that need to be taught to enable NVivo to be used at an introductory level

Creating new lab activities to teach and support the use of NVivo

Rewriting portions of major assessment to include NVivo

Arranging for NVivo to be loaded in computer lab

Teaching NVivo

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Key Functions Identified for Beginners

Familiarity with lay out

Setting up a project

Importing transcripts into NVivo

Coding to nodes

Displaying material under nodes

Managing nodes

Memos

Exporting from NVivo

Teaching NVivo


Piloting

Instructional material piloted with fourth year psychology student volunteers

Minor modifications made based on the feedback provided.

Teaching NVivo

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Integration into Unit

3rd Year ‘Advanced Psychological Science’ unit114 psychology undergraduate students

• 3 X 1 hour labs (repeated 5 times) on using NVivo

• NVivo used to analyse interview data collected by students

• Reporting of NVivo analysis and results in final assignments

Teaching NVivo


Content of First 7 Labs

Developing a research plan

Interview schedules and information sheets

Interviewing

Qualitative Data Analysis

Thematic Analysis: Initial coding*

Thematic Analysis: Category development*

Thematic Analysis: Conceptual maps and writing up

*Key labs for NVivo useTeaching NVivo

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Lab 5: Thematic Analysis: Initial coding

Introduction to NVivo

Creating a project in NVivo

Layout of screen in NVivo

Importing and working with transcripts

Coding to nodes

Focus on familiarisation and initial coding

Teaching NVivo


Lab 6: Thematic Analysis: Category development Developing and reviewing themes

Displaying data coded to nodes

Working with nodes (Parent-child relationships; Merging nodes; Deleting nodes)

Creating memos

Attaching memos to nodes

Exporting from NVivo

Focus on developing and reviewing themesTeaching NVivo

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Lab 7: Conceptual Maps and Writing Up

Example of thematic maps

Creation of own thematic maps

Writing up qualitative research

Teaching NVivo


Overview of Teaching Material

Teaching NVivo

Introduction:Emphasis on program as tool

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Teaching NVivo

Help:Highlighting key commands in NVivo program

Providing link to page of book for additional assistance




Teaching NVivo

Layout:Familiarisation with panes

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Teaching NVivo

Instructions in writing…

…and in pictures


Benefits for Staff

Increases perceived legitimacy/focus on qualitative research within the school

Provides initial training for students enabling staff to offer qualitative research projects in fourth year

Teaching NVivo

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Benefits for Students

Increases range of research skills

Marketable skill

Increases range of projects can consider undertaking in future years

Teaching NVivo


Tips for Integration

Recommend NVivo be taught by the same staff who are teaching the principles and practise of qualitative research

Teaching staff need to be trained/have experience in using NVivo

Program and books needs to be available to students for use outside of class time

Teaching NVivo

30.07.2010



Further Development of Materials and Delivery2012

• Unit being taught in the same way with minor modifications

• New teaching staff

2013

• New qualitative unit • Increased lab time to 1.5 hours per student per week

• Further integration of teaching NVivo within qualitative unit

• Practise of NVivo within mixed methods unit

Teaching NVivo


Further Development

Teaching NVivo

Additional Practise with Key Actions

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Evaluation of Teaching NVivo

Aim: to evaluate student perceptions of the teaching and use of NVivo within this unit

Teaching NVivo


METHOD

DesignMixed methods design utilising an online survey hosted by Qualtrics

Participants67 commenced survey (59% response rate)

45 completed survey (67% completion rate)

Ages 20 to 53 years (Modes 20 and 21 years)

80% female

Teaching NVivo

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METHOD: Measures

Open questions Best and worst things about using NVivo

Integration of NVivo within unit

Suggestions for change

Reasons for wanting/not wanting NVivo to be taught in future

Closed questionsTime spent using

Resources accessed

Plans to use NVivo in future

Whether NVivo should be taught in future

Perceived helpfulness of resources (scale)

Confidence in performing basic functions (scale)

Teaching NVivo


METHOD

ProcedureCurtin Human Research Ethics Committee Approval

Recruitment in last week of labs in unit

Students provided with link to information sheet for survey

Anonymous completion of survey

AnalysisThematic analysis for open questions

SPSS v18 for descriptive statistics for closed questions

Teaching NVivo

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RESULTS: Teaching Resources were Helpful in Learning to Use NVivo

Teaching NVivo


RESULTS: Confidence in Ability to Conduct Activities

Teaching NVivo

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RESULTS: Themes and Sub-Themes

Themes Sub-themes

Features of the NVivo program Speed, efficiency and use

Systematic data storage and display

Comparison with manual analysis

Time-consuming to learn

Integration into the unit and course Access to the program

Class time and structure

Relevance to undergraduate psychology

Teaching NVivo


RESULTS: Features of the NVivo Program

Speed, efficiency and use‘It’s easy-to-use software. It's intuitive and works similarly enough to MS Office (which students are familiar with) that there's no learning challenge. Even if you don't know how to do something (or whether or not that can even be done) it's easy enough to play around for five minutes and work it out!’

Systematic data storage and display‘very useful at indexing and storing material so to create codes and then merge into analysable material’

‘Because all the information was kept in one spot saved under one project, it was easy to access, use, and read through’

Teaching NVivo

30.07.2010




Comparison with manual analysis‘When your [sic] analysing transcripts you can get lost in the themes and categories that jump out at you and this offers a neat way to get your head around things’

‘I can’t see all the transcripts at once and compare them. I would rather print them all and look at them… NVivo [is] really useless and time-consuming, allowing you to just look at one thing at a time. I can use it and I did but I hated it.’

‘I hate having to read information, especially long pieces of text, on a screen but I know in order to use such technology it has to be done... I'm just old school and like the hard copy in front of me…to write on.’

Teaching NVivo



Time Consuming to Learn‘very time-consuming; however, if you were analysing interview transcripts without NVivo I guess that would be time-consuming just the same.’

‘At first I was like 'oh no I’m going to have to learn to use a whole new software package, and OMG it comes with a bible, it's going to be like starting with SPSS all over again, how am I going to do this in one unit?!' So initial shock, but it turned out to not be like that at all.’

Teaching NVivo

30.07.2010



RESULTS: Integration into the Unit

Access to the program‘The worst thing was that the trial program at home didn't match up to the program at uni so I couldn't bring my data to class and I ended up just working on it at home.’

‘a psychological barrier to doing my assignment because of where and when the program was available to use.’

Class time and structure‘Longer labs could ensure more time to learn how to use NVivo as I felt it was a bit rushed and we had to learn how to do it ourselves a bit in our own time’

‘the labs took a really excellent, step-by-step approach towards how to use NVivo and its benefits.’

Teaching NVivo


RESULTS: Integration into the Course

Relevance to undergraduate psychology‘well-integrated’

‘done succinctly and comprehensively’

‘It is a great program and I hope to get a real hang of it before I do my qualitative dissertation next year’

‘It is a very useful tool. Knowing how to use research software like this makes us more employable, and prepares us for future research’

Teaching NVivo

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RESULTS: Future teaching

Teaching NVivo


Discussion

Possibility of successful integration of qualitative software into undergraduate research methods units

Can teach in large classes

Can integrate methodology with technology

Staff expertise

Students generally support, despite concerns about time pressures and program access

Further research required to identify optimal conditions for teaching computer-supported qualitative analysis to undergraduates

Teaching NVivo

30.07.2010



Contact Details

Lynne Roberts

[email protected]

Lauren Breen

[email protected]

Maxine Symes

[email protected]

Teaching NVivo

Education

Integrating NVivo into qualitative methods teaching