Using an International Videoconference in Problem-Based Inquiry Projects: The Role of Public Voice, Audience, and Positionality, pp. 7 of 14

Data Collection and Analysis

I collected five sources of data over three-months: 1) Focus Group Interviews (FGI); 2) Videoconference Transcript (VT); 3) Utah Student Videoconference Reflections (VR); 4) Utah Student Artifacts (SA); 5) Researcher Observations (RO). I conducted three focus group interviews, using a semi-structured protocol, at three points in the project: 1) after the deliberations; 2) after the action plans were developed; and 3) after the students shared their action plans with both the community stakeholders and their Macedonian peers at the videoconference. The two-hour videoconference was transcribed. This is the only data point that included the Macedonian students. The Utah students wrote 2-3 page reflections following the videoconference. The Utah student artifacts that were examined included mainly the action plans, as well as the associated resources and data they used to create the action plans. The artifacts took a wide range of forms depending on the problem/issue being addressed. For the marriage equality group, the artifacts included: surveys, interviews, articles, and the action plan. Lastly, I observed the students working on the project at several points: 1) problem identification; 2) deliberations; 3) action plan development, 2-days; 4) sharing of actions plans with community stakeholders and Macedonian students.            

I used a constant-comparative data analysis method to identify commonalities that emerged in the experiences of participants across the data sources and the project groups (Creswell, 2002). The three focus group interviews were analyzed for initial lists of codes. The post-videoconference written reflections were coded and compared to the initial focus group codes. All the other data sources were scanned to triangulate the initial codes. Following the second analysis, the codes were reduced from five – public voice, audience, inquiry, silence, positionality shift – to the three focused upon in this article: inquiry, audience, and public voice.

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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