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The instrument

In qualitative research, the researcher is the instrument. However, in the comparative case study method, the interview questions are, in effect, instruments themselves. It is important to ask the same questions of all the participants, in order to later categorize and compare responses.

At least two semi-structured interviews were conducted with the instructors who adopted the e-textbook package. The first interview took place early in the semester. That interview protocol covered who they were, why they had chosen the e-textbook, their previous teaching experience, their comfort level with computer technology in teaching, the context of their teaching at their individual institutions, the level of technology assistance availability, their personal vision for teaching with technology, and their teaching beliefs (see Appendix A). Additional interviews were conducted when needed to cover the questions on the interview protocol.

At the end of the semester, the participants were interviewed a second time. That interview protocol asked what was it like for them to teach with the courseware, how they designed instruction, what they might change about it if they were to teach the course again, and their reflections on the experience (see Appendix B).

Data collection procedures

Several methods of obtaining data for this study were incorporated, including semi-formal interviews, informal telephone discussions, emails, and documents created by the participants. In checking a couple of the participants’ course websites, the focus was on their actual course designs, their use of online resources, their communications with students, and the students’ contributions to discussion boards. By combining interview with spot checks of the course websites, both the instructors’ intentions as well as their practice of online teaching were captured.

Lahaska Press (an imprint of Houghton Mifflin), the publisher of the Online Day, provided a list of potential participants who signed up to adopt the e-textbook package for teaching. The Lahaska Press staff called each new adopter to welcome him or her, and mentioned the services of a telephone advisor (the primary researcher) to assist him or her in learning to use the course management software and e-textbook materials as part of technical support provided (see Appendix C). Lahaska staff included a letter of introduction to each new adopter with contact information along with some other information about the course. To personally establish contact with the instructors, the primary researcher who provided the telephone support sent an email to each instructor explaining this study and asked if they would consider participating (see Appendix D). The researcher followed up with those interested by sending them the letter of consent for them to sign and mail back (see Appendix E).

The researcher kept a research journal to record notes from the interviews with participants and with the author, publisher, and software developer. The researcher made notes of questions raised, topics discussed, recommendations made, and actions taken. All email communication between the researcher and the adopters were password-protected to insure the confidentiality of the participants.

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Source:  OpenStax, Faculty use of courseware to teach counseling theories. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11130/1.1
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