An evaluation of phenomenography

Cossham, A. F.

doi:10.29173/lirg755

Cited by 21 publications

(24 citation statements)

References 20 publications

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“…The data analysis followed the phenomenographic approach. In phenomenography, data are coded at the semantic and conceptual levels to find a range of categories that encompass participant conception (Cossham, 2017). The analysis is interactive rather than sequential and allowed the research design to evolve over the course of the research (Cossham, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…In phenomenography, data are coded at the semantic and conceptual levels to find a range of categories that encompass participant conception (Cossham, 2017). The analysis is interactive rather than sequential and allowed the research design to evolve over the course of the research (Cossham, 2017). Therefore, the data analysis progressed in several stages, during which the authors increased the level of generalization (Mantere, 2008).…”

Section: Discussionmentioning

confidence: 99%

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Exploration of ICT Appropriation by Disabled People and Its Effect on Self-Perceived Normalcy

Richard¹,

Plotkina

Saurel

2022

International Journal of Technology and Human Interaction

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Information and communication technologies (ICTs) are omnipresent and define the interactions in society. Within society, there are vulnerable groups of people for whom ICT use is more challenging. Disabled people are the most vulnerable ICT users. To identify the digital divides of access and impact of ICT on disabled users, an exploratory qualitative study was conducted. Relying on a French national association for disability that grants unique access to disabled ICT users, two focus groups and 10 in-depth interviews were carried. The study allows to propose a model of ICT use and effects for disabled people, integrating several types of disabilities. The results show that ICT appropriation by disabled users depends on their perceived self-efficacy in ICT. ICT use can lead to negative effects, including social exclusion and low perceived normalcy. To address societal interests and develop the literature, a research agenda is proposed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploration of ICT Appropriation by Disabled People and Its Effect on Self-Perceived Normalcy

Richard¹,

Plotkina

Saurel

2022

International Journal of Technology and Human Interaction

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“…The transcript was then analyzed following the conventional data analysis steps in a phenomenographic study: familiarizing oneself with the data, highlighting and labeling the discourse, identifying similarities and differences in the data, grouping similar data, coding the data, explicating essential similarities and differences in meaning, labeling each category, and describing logical relationships. 22,23…”

Section: Discussionmentioning

confidence: 99%

Experiences of Scope of Practice of the Taiwanese Nurse Practitioner

Lin¹,

Chen²,

Lin³

et al. 2021

The Journal for Nurse Practitioners

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“…Un aspecto fundamental para el desarrollo de la investigación fenomenográfica es que su foco no está en encontrar "la" concepción que tiene determinado colectivo sobre un hecho, suceso o acontecimiento, sino en comprender las diferentes concepciones que tienen los distintos individuos y que ayudan a entender las distintas formas de concebir un determinado fenómeno (Cossham, 2018;Johnston y Salaz, 2017). De esta forma, realizar una fenomenografía implica profundizar en las distintas formas que tienen los individuos de vivir, conceptualizar, comprender y entender distintos fenómenos (Marton, 1986(Marton, , 1992.…”

Section: En Torno Al Concepto De Fenomenografíaunclassified

El método fenomenográfico en la investigación educativa

Torrecilla¹,

Hidalgo²,

Martínez-Garrido

2022

RiiTE

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Phenomenography is a methodological approach born a few decades ago in educational research that has been little used in educational technology research. Phenomenography, in essence, analyses the variations in the conceptions that people have about a phenomenon in the world around them, its focus is not on understanding the different conceptions that different individuals have and that help to understand the different ways of conceiving a given phenomenon. In this article we aim to describe what phenomenography is and how it is used in educational research with the ultimate goal of encouraging the development of more and better educational research. Thus, after reviewing the concept of phenomenography and conceptions as the main object of study in this method, we analyze one of the most relevant aspects of the phenomenographic approach, which is the selection of participants and its differences with respect to other qualitative research, the defining characteristics of the phenomenographic interview, which is the main technique for collecting information in phenomenographic research, and the particularities of the data analysis process. In addition, some examples of the use of phenomenography in educational technology research are analyzed, identifying the main characteristics they share and concluding by presenting the main contributions of the method and the advantages of its use. La fenomenografía es un enfoque metodológico nacido hace pocas décadas de la investigación educativa que ha sido poco utilizado en la investigación sobre tecnología educativa. La fenomenografía, en esencia, analiza las variaciones en las concepciones que tienen las personas relativas a un fenómeno del mundo que les rodea, su foco no está en comprender las diferentes concepciones que tienen los distintos individuos y que ayuden a entender las distintas formas de concebir un determinado fenómeno. En este artículo pretendemos hacer una descripción de qué es y cómo se usa la fenomenografía en la investigación educativa con la finalidad última de fomentar el desarrollo de una mayor y mejor investigación educativa. Así, tras hacer una revisión sobre el concepto de fenomenografía y de las concepciones como principal objeto de estudio en este método, se analiza uno de los aspectos más relevantes del enfoque fenomenográfico que es la selección de los participantes y sus diferencias con respecto a otras investigaciones cualitativas, las características definitorias de la entrevista fenomenográfica que la su principal técnica de recogida de información de las investigaciones fenomenográficas y las particularidades del proceso de análisis de los datos. Además, se analizan algunos ejemplos del uso de la fenomenografía en la investigación sobre tecnología educativa identificando las principales características que comparten y se concluye presentando los principales aportes del método y ventajas de su utilización.

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An evaluation of phenomenography

Cited by 21 publications

References 20 publications

Exploration of ICT Appropriation by Disabled People and Its Effect on Self-Perceived Normalcy

Exploration of ICT Appropriation by Disabled People and Its Effect on Self-Perceived Normalcy

Experiences of Scope of Practice of the Taiwanese Nurse Practitioner

El método fenomenográfico en la investigación educativa

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