Enhancing Research Quality through Analytical Memo Writing in a Mixed Methods Grounded Theory Study Implemented by a Multi-Institution Research Team

Lee, Dennis; McAlister, Anne M.; Ehlert, Kathryn; Faber, Courtney June; Kajfez, Rachel Louis; Creamer, Elizabeth G.; Kennedy, Marian S.

doi:10.1109/fie43999.2019.9028469

Cited by 12 publications

(10 citation statements)

References 10 publications

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“…Following the interview transcription, the responses were analyzed using a systematic process that aligned with grounded theory methods. That detailed approach is described in our model development paper (Faber et al, n.d.); however, at a high level our analysis included emergent coding and writing structured analytical memos for each participant (Lee et al, 2019). The explicit definitions of the researcher identity scale by participants along with the identity rating re-scaling facilitated the mixing of our inductive and deductive data strands expanded the depth and nuance of the analysis and strength of the results.…”

Section: Discussionmentioning

confidence: 99%

“…This manuscript stems from a mixed method project aimed at understanding the epistemic thinking and researcher identity of engineering students involved in undergraduate research (Benson et al, 2016;Faber et al, 2019;Lee et al, 2019). For this special issue, we are focusing on new findings attributed to the use of mixed method approaches to studying identity.…”

Section: Methodsmentioning

confidence: 99%

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A Mixed Method Approach to Understanding Researcher Identity

Kajfez

Lee

Ehlert

et al. 2021

Studies in Engineering Education

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Background: Identity research in engineering education has been expanding to include multiple forms of measurement. While a variety of approaches have successfully contributed to our understanding of identity, mixed method approaches have been utilized minimally in identity research. Therefore, additional insight on the implications and affordances of mixed method approaches for identity research is needed. Purpose: Our work explored undergraduate engineering students' researcher identity using a fully integrated mixed method approach by interweaving deductive (quantitative) and inductive (qualitative) strands of survey and interview data. We aimed to answer the research question: How can quantitative and qualitative data approaches be used in combination to explore how students conceptualize their researcher identity? Method: The data included responses from 20 undergraduate mechanical and biomedical engineering students representing six different institutions. Students completed surveys, and their survey responses served as a foundation for subsequent interviews. Both the survey and interview contained an identical item (a single anchored scale measure of researcher identity), which directly connected the two data sets. While the survey data was used during the interviews, analysis of the strands was initially separate but concurrent. Results: After initial analysis, mixing the data provided two key opportunities to attain a deep understanding of participants' researcher identity. The anchored scale provided a platform to discuss researcher identity with participants and allowed us to look within and across participants' experiences in unexpected ways. Our discoveries of how individual students' conceptualizations of the identity being measured varied and how those conceptualizations changed over time were only possible through the analysis of both quantitative and qualitative data. Conclusions: Our fully integrated mixed method approach resulted in a more complete understanding of students' researcher identities, allowing us to extend our theoretical understanding beyond what would have been possible with either method alone. Researchers exploring complex topics that can be fluid and affected by time and experience, such as identity, may benefit from integrating a similar approach into their research protocols.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

A Mixed Method Approach to Understanding Researcher Identity

Kajfez

Lee

Ehlert

et al. 2021

Studies in Engineering Education

Self Cite

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“…In the last phase of data analysis, we conducted independent t-tests in SPSS (version 27) to identify differences in learning performance between the two groups. In addition, given these two groups displayed different navigation patterns, we discussed the relationship between navigation patterns and learning performance as measured by student responses in lab reports in weekly meetings and generated analytical memos (Lee et al., 2019) to describe the relationships. In this process, we also revisited interview data to understand students’ perspectives on their learning experiences.…”

Section: Methodsmentioning

confidence: 99%

Augmented Reality in Science Laboratories: Investigating High School Students’ Navigation Patterns and Their Effects on Learning Performance

Jiang

Tatar

Huang

et al. 2021

Journal of Educational Computing Research

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Augmented reality (AR) has the potential to fundamentally transform science education by making learning of abstract science ideas tangible and engaging. However, little is known about how students interacted with AR technologies and how these interactions may affect learning performance in science laboratories. This study examined high school students’ navigation patterns and science learning with a mobile AR technology, developed by the research team, in laboratory settings. The AR technology allows students to conduct hands-on laboratory experiments and interactively explore various science phenomena covering biology, chemistry, and physics concepts. In this study, seventy ninth-grade students carried out science laboratory experiments in pairs to learn thermodynamics. Our cluster analysis identified two groups of students, which differed significantly in navigation length and breadth. The two groups demonstrated unique navigation patterns that revealed students’ various ways of observing, describing, exploring, and evaluating science phenomena. These navigation patterns were associated with learning performance as measured by scores on lab reports. The results suggested the need for providing access to multiple representations and different types of interactions with these representations to support effective science learning as well as designing representations and connections between representations to cultivate scientific reasoning skills and nuanced understanding of scientific processes.

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“…Theoretical memo writing has an important function in revealing the theoretical structure [28][29]. This method is applied to determine whether the data obtained is sufficient for the development or construction of a theory and whether more evidence is needed [30].…”

Section: Theoretical Memo-writingmentioning

confidence: 99%

Quantum Management of Hospital in the Post-COVID-19

Özsungur

2021

AJBSR

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The aim of this study is to present a management approach to transforming the deficiencies in crisis management during the pandemic period into a strong facet of businesses. In this research, phenomenology and grounded theory were adopted. The results of the study revealed five basic principles in the form of quantum management of hospital management: Infinity of possibilities, resilience to waves of uncertainty and making sense, the complementarity of diversity and complexity, significance of chaos and crisis, interactive outputs. These basic principles are under the influence of three basic factors based on medical, administrative, sharing-interaction.

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Enhancing Research Quality through Analytical Memo Writing in a Mixed Methods Grounded Theory Study Implemented by a Multi-Institution Research Team

Cited by 12 publications

References 10 publications

A Mixed Method Approach to Understanding Researcher Identity

A Mixed Method Approach to Understanding Researcher Identity

Augmented Reality in Science Laboratories: Investigating High School Students’ Navigation Patterns and Their Effects on Learning Performance

Quantum Management of Hospital in the Post-COVID-19

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