Data+Collection

Data Collection

Data Collection

Collection and Analysis of **__both__** __Qualitative__ and __Quantitativ__e Data ( a mixed-method research design) is important to this study because it makes the researcher understand the phenomenon of on-line collaboration more fully than just looking at one type of data. **1. __Qualitative Data__ - uses narrative, descriptive approaches to understand the way things are and what the research menas from the perspectives of the participants in the study** **Examples:** 2. **__Quantitative Data__ - uses numbers to quantify the the cause-effect relationship** **Examples:** At the beginning of project, teachers will be interviewed and given pre-attitudinal surveys. A needs assessment can be conducted at the same time. Teachers will be invited to log-on and set up an account on the free wikispace website and collaborate on a specific project agreed upon at a prior staff meeting by the action team research. The ultimate aim will be for teachers to share files order to share files, to comment and discuss various issues. Since the program is web based teachers will be able to collaborate any time throughout the day, at school or at home. Teachers will be encouraged to record their experiences in a reflective journal that will be collected as part of data analysis. Action team research will frequently log on to the website to take note regarding the flow of discussion and document sharing. Upon completion of the project, the team and teachers will have a face-to-face meeting where participants will complete a post-attitudinal survey. Pre and Post surveys will be thoroughly analyzed. Data will also be examined to see how often Teachers participated on the wiki. This data can be analyzed in conjunction with the reflective journal and interviews to help determine how on-line tools may improve teacher collaboration and communication. __**Quantitative Data**__ **1. Pre/Post Survey** Source: (2006, Bunkley)
 * unstructured observation
 * interviews
 * Surveys
 * Evaluation
 * Frequency of Use
 * Teacher reflective journal
 * Recorded observations
 * Measures and Procedures**
 * **Survey Questions** || **Strongly** **Disagree** || Disagree || Agree || Strongly Agree ||
 * I work better alone and do not enjoy collaborating with others. ||  ||   ||   ||   ||
 * I perform much better in face-to-face classes than online classes. ||  ||   ||   ||   ||
 * I am uncomfortable about communicating online. ||  ||   ||   ||   ||
 * I am a very social person and can easily share my thoughts and feelings with others. ||  ||   ||   ||   ||
 * I am interested in collaborating with teachers at other schools. ||  ||   ||   ||   ||
 * I believe I have something to contribute to my colleagues and wish to receive constructive feedback from others. ||  ||   ||   ||   ||
 * I regularly participate in face-to-face collaborative activities with my team members within my school. ||  ||   ||   ||   ||
 * I do not consider online collaboration to be an effective learning strategy. ||  ||   ||   ||   ||
 * I do not have time to collaborate with my colleagues, but I believe it is necessary. ||  ||   ||   ||   ||
 * I would much rather collaborate in the comfort of my home than after school. ||  ||   ||   ||   ||
 * I am excited about exchanging ideas and information among team members at other schools. ||  ||   ||   ||   ||

2. Numbers on Frequency of Use __**Qualitative Data**__

Interview Questions such as : - What is their attitudes toward technological tools? - What would you do differently if trying this again? - Did your feelings about collaboration change as a result of this on-line community? - Did you consider this method to be effective for increasing collaboration? __**Data Analysis and Action Plan**__ The data from this study will show us how we can continually improve our collaboration using on-line tool


 * Triangulation Matrix** **Data Sources**
 * **Research Questions** || **D.S. 1** || **D.S. 2** || **D.S. 3** ||
 * Teacher's Motivation || Attitude Scales || Reflective Journal || Pre and Post Surveys ||
 * Reasons for group membership || Interview || Informal talks || Electronic Reflective Journal ||
 * Teacher's backgrounds/prior experience ' using social network || Attitudinal Surveys || Observation || Interviews ||
 * Teachers' current abilities to use the tools || Surveys || Observations || Frequency of use log ||
 * Teachers' preparation and training || Attitudinal Surveys || Observations || Interviews ||