Category Archives: Epistolary interviewing

Rumpus research

Research question: ‘In what ways is the Covid-19 pandemic changing understandings of the relationships between learning and fun?’

A limited case study of a research group in a UK university. We expect our findings to have implications beyond that group.

Data collection using epistolary interviews (via email – one question per email, enabling thoughtful responses that can build over time) with everyone in the research group who wants to take part. Participation is voluntary and participants can drop out at any time.

Questions for epistolary interviews:

  • What have been your main experiences of learning and teaching during the Covid-19 pandemic?
  • What have been your main experiences of fun during the Covid-19 pandemic?
  • How has learning and teaching changed (if at all) during the Covid-19 pandemic? In your answer, please take into account your own perspective and the wider perspective.
  • How have you experienced fun changing (if at all) during the Covid-19 pandemic? In your answer, please take into account your own perspective and the wider perspective.
  • How has your understanding of the relationship between fun and learning/teaching changed (if at all) during the Covid-19 pandemic?
  • In what ways (if any) do you think the relationship between learning and fun will change after the Covid-19 pandemic?

Method:

According to Yin (who I like following for case study research because he has a clear structure to work to) there are five important components of case study design.

  1. Five components of a case-study research design are particularly important
  2. Its questions (see above)
  3. Its propositions, if any (Prop 1- there is a relationship between learning and fun. Prop 2 – this relationship will be highlighted during the pandemic Prop 3- this relationship may be changed by the pandemic and some of these changes can be foreseen)
  4. Its unit(s) of analysis (individual members of the research group)
  5. The logic linking the data to the propositions (data are collected from people who have reflected on the relationship between learning and fun and who have thought deeply by what is meant by fun and by learning. Also we engage in fun and learning. Also we are influenced by the pandemic)
  6. The criteria for interpreting the findings (thematic analysis to support explanation building, themes drawn from the data but also compared with existing frameworks of fun that were covered in our frameworks of fun paper. Interpretations are originally drawn together by one or two of us but are checked against the understandings of all participants. This is a reflexive case study and this phase of comparing understandings will enrich the analysis)

 

It’s difficult to *ork on line

I’m just reading through the epistolary interviews which I carried out last year. This technical problem still makes me laugh 😀

“I am unfortunately unable to use the letter next to q and e on the computer(keyboard problems!) (that means the letter after ‘v’ in the alphabet is going to be typed as *!! if that is okay)

The live chats *ere used to discuss both *ork in progress and and focussing on decisions that *ere to be made …..”

Comfort zone

When I was studying English, or history, I could curl up in bed with a textbook and feel relaxed and cheerful. It’s never been like that in IET. Apart from the odd easy read – like Howard Rheingold on virtual communities – it all feels like work. Interesting, but work.

I’ve just read Walter Ong’s 1982 book ‘Orality and literacy’ and reclaimed that lost sense of comfort. Yes, there are pages of references and the text swings across 4000 years and several continents. But they’re references I’m happy with. Been there, done that, struggled with that, understood that. I know why Jaynes felt that there was a significant gap between the writing of the Iliad and the Odyssey, how Robinson Crusoe relates to Tom Jones, why Anansi is important, why Ong is wrong in his references to Hebrew and why Sterne’s use of typography was significant.
I think this is why I struggle so much more with the psychological literature. I feel adrift with so few points of reference. Even my points of reference I only know sketchily. No matter how diligently I read the literature of pedagogy and education, my grasp of it never feels more than superficial when compared with my grasp of English literature.

Tag clouding

I have knocked my 21 interviews into more-or-less usable form. I now have about 27,000 words of interview response data which is a fair amount to work my way through.

To give me some initial pointers, I have made it all into tag clouds using the very user-friendly site tagcrowd.com

The picture below shows a tag cloud for all my interview data, including the frequency of the words in the tag cloud. Ignore the highlighting (Snag It put that in as it was doing the screen grab) it’s the size of the words which is important.

‘Group’ and ‘work’ are obviously key words, and the fact that this is an ‘online’ ‘course’. Moving beyond the obvious, though, I’m interested in the words which relate to constructing knowledge together: answers, asked,chat, collaborative, communication, discussion, experience….

Inputting interviews

Nothing’s ever straightforward, is it?

I realised that I asked different questions of the tutors and the students, so ‘question 1’ won’t mean the same thing in every place. So now I have question 1 (the tutor’s question) and question 1s.

I have an interview which intersperses my questions with the answers, so Ive added another style to pick out my questions.

Then the interviewee introduced two tables to her answer. And very useful tables they are. I don’t think they’ll import into NVivo, though, so I have had to rearrange as text. And then she attached a PDF document – and then a Word document. I’ve imported the text of both – but not the formatting, and then I’ve had to add in notes to remind me what I’ve done at each point.

The beginnings of analysis

So, I had my eyes tested and realised why I’ve not been getting on with my literature review – I can’t see to read the literature! New glasses on order, so I’m making a start on preparing my data for analysis.

You’d think epistolary interviews would be straightforward to input, but there are decisions to be made, even so. Because somewhere on the back burner I have an article about epistolary interviewing, I’m temted to retain a lot of things which are irrelevant to my doctoral research.

Type size, face and colour, how quickly they responded, whether they interspersed their answers amonst my question, whether they started a new email or hit ‘Reply’ to mine. I’ve decided all that is irrelevant at this point, so everything is being styled ‘Normal’. Same font, same font size, same spacing. This gets problematic when they have mixed their question with my answer, but I’m sure I’ll think of something.

I’m going to put all this in NVivo eventually, so I want it as NVivo friendly as possible, which means thinking about the styling. I’ve used four heading levels to style the copy. That means I can pick out their name, their group, whether they are student or tutor and which question they are answering. I hope these prove sufficient – it’s going to be so frustrating if I find there were other categories I should have added at this stage.

Oh, and I have to pick everyone a pseudonym. Must remember to make them noticeably different this time. Last time I had Carol and Karen and Caroline and it thoroughly confused me.

Interviews underway

I’ve finally taken the plunge and got all my epistolary interviews with students and tutors underway. This was supposed to happen much earlier, but I got held up by the issue of which conferences could be archived which has really only just been sorted out.

I didn’t want to end up interviewing a random selection of people, so had to wait until I found out which conferences would be archived.

I’m now interviewing everyone on the four archived conferences who agreed to an interview. I’ve focused on another conference which hasn’t been archived, as the tutor wrote on their consent form that it had been an interesting group. I’ve also focused on another unarchived group, because lots of its members agreed to be interviewed.

Together with the interviews I did when I was expecting to interview other groups, that’s 22 in all. I’ve started 16 today, which is too many to have running at the same time – but I didn’t want to delay any longer.

Some of the students and tutors have given their OU email addresses. I know they use these when a course is running, but I’m worried they won’t check those mail boxes otherwise. It will be interesting to see whether everyone takes part in the interviews.

Two interviews with tutors from the last tranche petered out. I’ve decided to leave these, as the tutors were obviously busy and I don’t want to pester them.

Flickr badge

I was just sending the first part of my email interviews out to students, when I thought I should check the link to my web page.

I’d forgotten that I’d tried out my Flickr badge there. It works very effectively but lots of my Flickr pix were taken at the Guinness factory when I went to the CAL conference at Dublin.

Thought I’d better not give the impression that I’m obsessed with alcohol on my home page. I’d use the badge in this blog, but I can’t work out how to do that. Something to do with the template, I guess. I’ve pasted it below for when I have the time to sort it out.

www.http://www.flickr.com”>www. style=”color:#3993ff”>flickr.com 

This is a Flickr badge showing public photos from ebbsgrovehttp://www.flickr.com/photos/24707984@N00″>ebbsgrove>. Make your own badge here.http://www.flickr.com/badge.gne”>here.>

     

Data collection

I’ve finished one entire interview!

Epistolary interviews do take a long time – this one took three and a half weeks, but there’s lots of very good and thoughtful data coming in, so I’m happy about that.

Must sort out my data collection in a bit more detail, though. I have several groups in which all the students have agreed to be archived, and a few where all the students and one tutor have agreed, but only one group where everyone has signed up. I’m going to chase seven groups and hope I get a few extra responses.

I also need to decide exactly who I’m going to interview and how and start getting in touch with absolutely everyone. Oh, and I need to contact the course manager to sort out more about archiving.