Grounded Theory as a Research Methodology in Educational Technology

Abstract

One of the most widely used and controversial qualitative research methods among researchers is Grounded Theory (GT). Although the basic concepts of GT are widely known by qualitative researchers, the practical application of the method is not always clear, and sometimes we encounter contradictions and uncertainties. The objective of this article is to provide a data analysis strategy based on GT. It is hoped that this knowledge will provide an aid or resource for both novice and experienced educational technology researchers. To this end, a conceptual overview of the field and the methodological route are presented. A broad and updated theoretical base is used to describe the conceptual and structural aspects of GT, to describe steps to follow when applying it, and to highlight the use of analytical tools that help the researcher make decisions and implement GT.

Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

“…After conducting a survey of the methods of recurrent analysis in these investigations we noticed a stagnation in similar investigations with respect to the analysis and presentation of the results. Previous research focuses, for example, on improving research design or data collection procedures (Dhungana, 2022; Sosa-Díaz & Valverde-Berrocoso, 2022), but the process of inquiry into the data focuses on basic analysis models. To carry out this methodological evolution in the study of narration, life stories and their trajectories it was necessary to carry out a data analysis based on the method of Barton and Lazasfeld.…”

“…When one delves into life histories, as a method belonging to the qualitative approach, a series of particularities can be discerned within it that make it characteristic in the range of research methods (Ahmadi, 2021; Nada & Araújo, 2018; Ritacco Real & Bolívar Botía, 2018; Sosa-Díaz & Valverde-Berrocoso, 2022). As has been pointed out, and this is highlighted by Bolívar et al (2001), this methodology tries to give meaning and construct meaning to isolated facts that, through the researcher, are evoked in the individual.…”