Suchergebnisse

As qualitative researchers struggle to come to grips with the technological revolution, they are faced with the necessity of learning and teaching qualitative data analysis software in higher education research courses. This change has significant implications for their practice as researchers and teachers. In this article we provide experienced‐based recommendations for individual practice (research instructors, dissertation advisers, and doctoral students) and for institutional practice (scaling up for deep integration of qualitative data analysis software). Our recommendations are grounded in hard‐earned experience gleaned from many years of working with individuals and institutional contexts to improve the use of qualitative research in higher education.

A special forum for individuals to respond in detail to material published in the Journal of Visual Impairment and Blindness or elsewhere, to present new ideas, or to raise issues which relate to the specialized field of work with blind and visually handicapped persons. Contributions should be 350-1000 words in length.

In this article the authors seek to make the case that qualitative data analysis can be explained within the framework of critical thinking and incorporates within this framework the role of technology – specifically NVivo. First they discuss critical thinking from the perspectives of Bloom, Adler, and Polanyi. They then link critical thinking to the concept of a general inductive approach to qualitative analysis as described by Thomas. Finally, they illustrate connections of both critical thinking and the general inductive approach to technology using NVivo screenshots.