![]() ![]() On the other hand, I think there is always some minutia that is a stretch to relate - when considered as a free standing excerpt. This - potential to tie in much information eventually - is one argument for pretty dense and open coding, at least in the early stages. However, sometimes the purpose is pretty big: 'how do X described their experience with Y?,' or pretty vague: 'what are the characteristics of x?' (this was one of my prior studies), or emergent, 'what is the process of xyz?' or not all that directed: 'what was it like living during Y?' Arguably just about everything in a transcript - which is just about everything someone said in response to questions about the purpose - could at least tangentially relate, or might relate to something else that is directly relevant, or might begin to describe a relevant experience, etc. (For those people who chop up transcripts with scissors and spread them on the floor, perhaps you need a dangling pennant or flag with your questions/purpose.) I think this is great advice and have certainly repeated it elsewhere in this blog, and dozens of times to students. Ron Chenail, my favorite (overall/generalist) qualitative research expert, suggested writing your research question or purpose on a sticky note and attaching it to your computer monitor - or wherever you will see it while you code. The amount of coding shown in the examples seemed just about right to me - but I wondered why I though so. HyperRESEARCH makes a free trial version available and has some nice coding examples. ![]() I also like the transcription software, HyperTRANSCRIBE, and know that at least one of my former students purchased this. I am not quite 1/3 of the way through the class/semester and I realized that I only barely touched on the idea of 'what should be coded?' This question came to me as I was reviewing a tutorial for HyperRESEARCH, a program I used in the past and think is among the particularly good alternatives for student researchers who are considering purchase of a user license for something. One of the things I am particularly enjoying about this is that I am able to focus on the mechanics and style sof coding - by default most QDAS analysis is coding - this is what these programs were mostly set up to do and remains what they are most comfortable doing. It's not clear how many people use it to code, but it has various querying and annotation/automatic annotation functionalities.This semester I am teaching a qualitative data analysis course with a focus on use of software or QDAS (Qualitative Data Analysis Software). This is a free web-based program designed for scholars who work with texts.Sign up for a Qualtrics account at UNC here.Research Hub, second floor of Davis Library.Starts with Free 1-month trial (then pay by the month for the months you will use): įree course licenses covering instructor and students for duration of a verified, research methods-focused course: įree 14-day trial (includes all the features of MAXQDA Analytics Pro ( compare product features) : įree 14-day trial (fully functional you can switch among editions during trial): Ĭheck UNC Software Acquisition site for special UNC affiliated user pricing. ![]() Odum Institute, second floor of Davis Library.In addition, some will arrange for free or very inexpensive course licenses.įree trial version (unlimited time fully functional, project size limits): Note that most of these software packages offer educational discounts and very steeply discounted student licenses (proof required). ![]() See UNC Odum Institute, which supports QSR NVivo, ATLAS.ti, MAXQDA and a web-based program called Dedoose: qualitative data analysis software. ![]()
0 Comments
Leave a Reply. |