MDDE+602+Assignment+3

**Assignment 3:** //Qualitative data analysis//

 * Credit weight:** 20%
 * Due date:** End of week 11
 * Readings****:** Neuman, Chapter 15

Goal of the assignment
The analysis of data that are generated as the result of the implementation of a qualitative research methodology can be a complex and onerous task. Neuman addresses the various types of qualitative data (e.g., interview transcripts, photographs, government publications) the subsequent step of data analysis. In this assignment, you will be required to analyze a transcription of a series of meetings that were held to address three questions:
 * 1) What are the main concepts in distance education?
 * 2) What are the program and instructional design considerations for distance education?
 * 3) What is the relationship between technology and distance education?

Introduction
As a qualitative researcher, you have gathered together a group of graduate students to discuss issues in distance education. Although the interviews are a simulation, they are not unlike genuine human interactions that yield rich, in-depth information.

Below is a transcription of a series of three meetings that took place among a group of graduate students in distance education. This focus group is made of five individuals: two male students, two female students and you, the researcher. They have met to discuss three central topics in distance education and to share their views.

Your task is to code the results of the discussions to specify and to group themes that are embedded in the data. In other words, you are to search for themes and patterns that can stand as a summary of the concepts, assessments, observations and comments – sometimes by "reading between the lines” - in an attempt to understand and to summarize what the interviewees are stating.

While reading and rereading these transcripts, it might be helpful for you to repeatedly ask yourself, "What is it that is person is actually saying” or "What does he means when he says such-and-such?” For example, one interviewee might say, "Oh, he was there when I needed him.” So, after reflecting, you might determine that what this student is trying to tell you is that he felt "supported” or "comforted.” Hence, you might code this statement as either "comfort” or "support.” Beware, another person may understand “support” in terms of technical support or help desk support. The code “support” would not be used for both meanings. Remember it is important to recognize the context in which statements are situated because a statement can have more than one meaning - i.e., words like "support” and "comfort” are related, but not conceptually, identical.

Keep in mind that, since the overall theme of these interviews is distance education, most, if not all, of the code words that you will use will reflect that content. Also keep in mind that not each and every line of text will contain something that should be coded; however, you should find about 2/3 of the data file does require coding. Remember, also, that there may be more than one code word applied to a portion of the text and that code words may overlap the text that has been coded with a different code word. Be creative! And remember that there is no right or wrong method to coding a file.

Coding the transcript
In your Journal section, discuss: > > > > Note that there are three sections to the file, each one focusing on a different aspect of distance education. However, although the transcript records the discussions that took place during three separate meetings, the coding should be on the entire transcript. That is, your analysis and coding should not be "meeting dependent”:
 * 1) Before you begin, acquire a notebook or create a Word document to be a research journal for analytic memo writing. This is for you to document questions, thoughts, and decisions as you do your research. Even comments such as how you feel or what else is going on in your life are acceptable entries. The researcher is a tool, and analysis performed while well-rested may be different if performed while exhausted. When in doubt, the journal will tell you what you need to know, but only if you wrote about your process in the first place.
 * How you proceeded with the coding and what your thoughts were as you went along;
 * What you did first (for example, you read through the transcripts, read articles on the subject of qualitative analysis, practice avoidance, finish assignment 2 . . . [[image:http://cde.lms.athabascau.ca/theme/au_cde/pix/s/smiley.gif width="15" height="15" caption="smile"]] );
 * What you did next (read through the transcripts, make notes in the margins, read articles on the subject, take a nap . . . );
 * The journal is not graded, however, it reveals your thinking and understanding of the process. A good journal can also be utilized as a validation tool, so keep good notes of your self-talk and your decisions.
 * 1) Read your textbook and articles in the reader having to do with qualitative analysis, and review any commentary in the conferences on the topic. Familiarize yourself with the chapter on analyzing qualitative data. In Neuman’s sixth edition this is Chapter 15. Follow the reporting example discussed in Box 15.1. (Subsequent editions of the textbook may number the chapters differently.)
 * 2) Open the file “meetings.doc.” Before beginning to code the data, you should read the transcript at least one time and begin to think in terms of recurring themes, patterns of thought, reflection and strongly held opinions that are embedded in the text. As you review the transcripts, make notes in your journal on words, concepts, quotes, or terms that you encounter. During additional read-throughs, contemplate the meaning of the concepts you found and try to form these into codes. Make note of a definition you would attach to each code that you identify. Please note that it is the code words, not the categories, that should be tied directly to portions of the original text or transcript.
 * Meeting 1 - Concepts in distance education
 * Meeting 2 - Program and instructional design considerations in distance education
 * Meeting 3 - Technology and distance education

//Note:// It is recommended that, at this point in the analysis, all coding be done in draft mode and that the final listing of coding categories and the insertion of the codes in the "meetings.doc” file be left to step 6 below.


 * 1) The following codes are examples of definable codes that are suitable and relevant for the three sections of the transcript. Remember, though, codes emerge from the data rather than being pre-determined and forced onto the data. As you examine the transcripts, you may find that different codes emerge from the data:
 * Change || Interactivity ||
 * Adult learning || Community of learners ||
 * Flexible || Systems ||
 * Interactivity || Empowerment ||
 * Paradigms || Collaboration ||
 * Lifelong learning || Planning ||
 * Learner-centered || Independence ||
 * New challenges || Motivation ||
 * Autonomous learning || Choice ||
 * Instructional design || Support ||


 * 1) Once you are satisfied with the codes and definitions, group them into categories that represent shared underlying concepts. You may find the categories below to be both useful and expedient for your analysis:
 * Settings / context || Activity ||
 * Situation || Event ||
 * Perspectives || Strategy ||
 * Subjects ways of thinking || Relationship and structure ||
 * Process || Methods ||

Once you are satisfied with both the categories and the codes that you have gleaned from the original text, the next step is to generate a Word document that contains the final results of your efforts. An example of a format recommended for this assignment is included below: >> || || || || || || >> || || || || || || >> || || || || || || Note: Definitions should NOT be quoted from the dictionary but should be, in your own words, how YOU are defining the code.
 * 1) The output that results from your coding will be in four parts:
 * First, generate a table that includes the codes (Labels) and their respective Definitions, Flags, Qualifications, and Examples;
 * Code (Label) || Definition || Flag || Qualifications || Example ||
 * Second, generate table for Categories Definitions.
 * Third, thoughtfully discuss meanings of codes and how they weave together to create the category
 * Fourth, generate a table in which the categories, codes and frequencies (i.e., the number of times that you used each code word) are reported. The format should be as follows:


 * Perspective ||  ||   ||
 * || Change || 5 ||
 * || Planning ||  ||
 * Interactivity ||  ||   ||
 * || Instructional design || 4 ||
 * Etc. ||  ||   ||

Remember to format using APA style. M1: Right. All this information age stuff we hear about everyday has //// affected the way we approach learning, communicate, live our lives. Man, when I think about my Dad and his generation, and how things have changed since they went to university and got jobs, it’s wild. //// You worked your whole life in one career and never thought—or had to think—about doing something else. Now, that is almost impossible. F1: I know what you mean. When my company was downsizing, and I got caught in the crunch, I had to rethink about what I was going to do with my life and career. Refocus, I guess. //// So here I am a middle age woman with a family, whose job was considered redundant. There was no question that I had to go back to school to upgrade or retrain, but with a young family, traditional schools were out. Distance education was my white knight. ////
 * 1) ===Coding Example:===

Note that each code word is used twice to bracket the relevant text. There may be instances in which two code words overlap in that they are tied to the same text or to a common portion of a fragment of text. In that case, you may have two code words together at the beginning of some text or at the end. This is not a problem.


 * Words of advice:**

Use of color is helpful for readers who read on-screen or from color copies. If a color copy is presented to committee and photocopied, the colors turn to shades of gray and the benefit of your work is lost. Do not use the Draw functions for coding as they tend to be version specific, may not translate to .rtf if that is necessary, and the size must be small to fit in the margins. Thin lines may be lost in a photocopy or printing process. Codes that are offset from the text are visually difficult to associate with each other. Avoid embedding codes within the transcript text. Codes can look like text. Overlapping codes can be confusing when embedded within text. It is easy to miss embedded codes when counting for frequency analysis. As you develop your paper for this assignment, bear in mind that APA style is the format for this university and for the education “world” at large. Please attend to APA when formatting cover sheets, levels of headers, table/chart construction and headers, citations in text, and references. The final report should include:
 * What to submit**
 * 1) Introduction: one to two pages
 * 2) General overview of qualitative research;
 * 3) Description of the assignment;
 * 4) What you will present in your paper (hopefully, similar to the assignment);
 * 5) Discussion of how you chose the codes;
 * 6) Coding table with Label, Definition, Flag, Qualification, and Example;
 * 7) Discussion of how the codes interrelate to create the category;
 * 8) Category definitions table(s);
 * 9) Code and Category frequency table;
 * 10) Discussion of how the codes interrelate to create the category.
 * 11) A section of your journal. Choose a good example of your thinking process while engaged in this analysis. This will not be graded, but provides necessary information as to whether the researcher “gets it” in terms of understanding the difference between qualitative and quantitative paradigms, and may be utilized as a validation tool;
 * 12) A Conclusion;
 * 13) A Reference section to include your sources. The Reference section should include at least Neuman and articles in the Reader;
 * 14) The coded transcripts.

//One (1) file is to be submitted for Assignment 3. The Moodle will append your name and ID number. Simply submit the file using the assignment drop box.//

Transcript
Note: Throughout the transcript, the male DE students are identified as M1, M2 and the female DE students as F1, F2. The researcher is R.

R: Welcome and thank you all for coming today. You have been asked to participate in these discussion sessions about issues in distance education in order to raise an understanding about the kinds of things you deal with while learning in this educational environment. Did you all get a chance to preview the issues we will address over the next three sessions? F1: Uh huh. M2: You mean we were supposed to read those handouts? (snicker) R: No matter. Let me refresh your memory. Today’s topic is about concepts in distance education. Now, when I say "concepts”--that we will be discussing "concepts”--what does that bring to mind? M1: Hmm. This is tougher than I thought. Give me a minute. F2: Well, when I think about concepts, I guess, I think about the ideas—and things—that form the basis of knowing stuff. R: Can you give us an example? F2: Well…..like philosophies and theories…those things are ideas and beliefs all strung together to help us make sense of our world. R: Can you give us an example relevant to our area of study? F2: It seems that everyday we are reading about how things are changing in the educational field—what was once accepted as being the ‘norm’ is now challenged by new ideas—or concepts as you call them—and practices. Like an evolution of ideas--or something like that. Does that make sense? M2: Yeah, it does. When we were younger, it seemed that all there was, was traditional forms of schooling—I mean face to face stuff…or that is all we were aware of. Now there is distance learning—and not just correspondence—but programs that use technologies that support learning independently and together. F1: I guess that is what people mean when they refer to paradigm shifting. M1: Right. All this information age stuff we hear about everyday has affected the way we approach learning, communicate, live our lives. Man, when I think about my Dad and his generation, and how things have changed since they went to University and got jobs, it’s wild. You worked your whole life in one career and never thought—or had to think—about doing something else. Now, that is almost impossible. F1: I know what you mean. When my company was downsizing, and I got caught in the crunch, I had to rethink about what I was going to do with my life and career. Refocus, I guess. So here I am a middle age woman with a family, whose job was considered redundant. There was no question that I had to go back to school to upgrade or retrain, but with a young family, traditional schools were out. Distance education was my white knight. F2: I think you guys have hit on a couple of ‘concepts’ there (chuckles). R: Can you explain what you mean? F2: Well, for one, it seems we are talking about meeting the challenges of a new era—new needs, new expectations, new surroundings and contexts. And it also seems to be about personal and professional advancement, and how we have to prepare educationally for it. Distance education is great for that—helping us to meet our educational needs without leaving our jobs and homes. F1: In my case, it’s just my home. (laughter) M2: Good points. It makes you think about how learning is situated in our lives these days. For our parents it was about learning one thing, having one job. Now it is about learning many things, at different times in your life, to prepare you for, potentially, many jobs. Like an educational continuum. Is that such a phrase—educational continuum? Anyway. F2: For sure. But it doesn’t end there. It isn’t only about continuing to learn it is also about how we learn—and how we are taught to learn as adults in our distance education program. F1: Look out—I think this is another paradigm shifting! (laughter) R: That’s good. F2, can you clarify what you mean by that? F2: I will if I can. Lets see……well…it seems that there is a method to the madness the way our course materials are put together along with the kinds of communications technologies used in our distance education program. M1: Method to the madness? F2: Yeah. I mean, umm, those things are put into place for a reason. Like, taking into consideration our past experiences and ages for example. I really don’t find too much spoon feeding goin’ on in our CMC’s, we are given credit for our past learning—or knowledge--and build on it from there with help from our materials, classmates and professors. F1: True. I feel that the focus is on me, but not necessarily the entire onus. M2: I’m not following you here. F1: Sorry. What I mean to say is, we may be separated from each other, but because we are connected via our computers we are given the opportunity to learn together and build on each other’s strengths—knowledge strengths, that is. I don’t know about you, but I think a lot about my ideas before expressing them in CMC. M1: I do too. I just don’t want to say something for the sake of it—like getting marks for contributing—I want to express myself meaningfully. That way if it is something that someone else can use, and elaborate on it more, then, hopefully, we all come away with a new perspective. It’s like we support each other academically. And mentally, too. F2: Funny, it’s like a paradox. Computer conferencing offers maximum accessibility and independence, while allowing us to work together. R: You mean, independence without the feeling of isolation? F2: That works. Oh, and we can’t forget about the input from our professors. M2: Usually this is true. They tend to be helpful in clarifying and helping us to navigate our coursework. Oh, now, I know what you mean about the onus not being entirely on you. F1: Ya right—focus but not onus: independence without isolation. What is this, a focus group on clichés? (laughter) R: It wasn’t meant to be—but they sounded good, right? That was a great first session. I want to thank you for raising these ideas and concepts about distance education. See you tomorrow, and thanks for your participation. R: Welcome back. Today’s issue for discussion is design considerations in DE. Everybody ready? M1: No confusion here today. This issue is a little more tangible then the one yesterday. R: One you can sink you teeth into? Speaking of that, I brought doughnuts. Have some. F2: Thanks (reaching for doughnut). Really, this issue is not unrelated to what we discussed yesterday. R: How so? F2: Ummm…well, we talked about being in separate places…together—and to do this the courses have to be designed properly in order for this to work. Sorry, I didn’t mean so start things off so early with another cliché. M2: No problemo. I can relate to what you are saying. I have always felt that the way courses are set up and technology used in our program were well suited for one another. For instance, the study guide informs us about what we can expect from the course and gives us clues about what things we should consider reading and when. And offers little activities too. The CMC’s are asynchronous so we can join in when and where we like. Too, the readings are often tied to what we discuss on the CMC’s—although not restricted to just those topics. I just feel the whole thing is really pretty flexible. Good doughnut. M1: Is this the whole focus and onus thing again? (laughter). I tend to agree. Really when you think about it though, most of us are in the same boat—mature learners, with job and family commitments—so these kinds of programs have to be designed with these things in mind. I want to be able to be as unrestricted as possible—to do things on my own time. F1: I hear ya. With young kids at home, I don’t always have the freedom to get to my course work during the day, so it usually is when the kids are in bed. But you know this isn’t so bad. I do feel that I can manage this very well—that it is under my direction, in a manner of speaking. F2: Although it all sounds really easy to do, managing our lives and schedules takes some bit of work. This mode of study isn’t for everyone. R: What kinds of examples can you give us, F2? F2: For instance, if you were the kind of person who just left things to the last minute, I don’t think you would do very well studying at a distance. It requires organization of your time, and deciding what you need to do first, second, etc., etc. Oh, and I can’t forget that you need a heck of a lot of internal drive—revisited on a daily basis. There are times when I am feeling too tired to want to read, or start an assignment, but I keep reminding myself of where I want to be and how I am going to get there. And I also remember that since I cannot attend traditional kinds of classes right now, I have to take advantage of the ways open to me. This keeps me going. R: Tell us how this relates to what we are discussing today, F2? F2: Gosh. Well, M1 covered it fairly well already, I guess. But I think our program designers takes these things into consideration…our characteristics as learners, I mean how we tend to approach learning and all…as well as the kinds of technology used in our program. Together they create something that helps to promote student success. And that’s what it is all about, learner success, you know. Once you’ve had a taste of doing well, you feel you can do anything. Geeze, am I getting off track here? R: No, at all. Good points. M2: Although what you’ve said is true, there are other things worthy of consideration. Like how we as learners connect together, on-line. The reading and assignments and stuff we can all do on our own, but it is important for me to have some input from others—students and instructors. And I get this in our communications on-line. I like to give and get information and help, whenever. If it weren’t for this connection through the computer conferences, I would find it hard to stick with it, because reading alone all the time can get—well, tedious. F1: Yes, it’s true. I do miss the discussions that take place in a F2F environment, but certainly the type of technology used here, does promote and support this. Sometimes I even feel that these asynchronous discussions are more productive then if we were F2F, because we can take our time in reading and responding. Or print off helpful responses to keep for later. And get an equal opportunity to contribute. This you cannot do in a F2F environment. And besides, we don’t always work alone on our assignments, we have had opportunities to work in groups. I never really though about it before, but I guess this too is a design consideration. M2: I’ll jump in here, because of that reference to assignments. I like the fact that we are frequently able to chose our own issues for assignments. We may be given the parameters in which to work, but can feature something that is based in our realities—like a problem from work, or whatever. This way we can get the benefit of solving our own problems which makes learning more relevant and real. And maybe even get to apply these solutions in reality, to boot. R: Speaking of support, what about design considerations and the role of the Professor or instructor or tutor? M1: Were we speaking of support? I’m not sure if you planned to phrase it like that, or if it just came out that way. R: It’s a secret. But what do you think I meant? M1: Well, you said "speaking of student support”…and that is how I view our instructors, as support systems. But that is not meant in a derogatory way, but rather it ties into this whole discussion of the focus begin on the student, but not the entire onus. I don’t view instructors as add on’s to the program, but somehow as if they part of the overall course design. Are you following me here? For instance, they write the course objectives so they understand what we need to do get to the end point and what may be good ways of getting there. They help to build on what we know. This way we are not left entirely to our own auspices. I don’t believe we could get through courses as well as we do now, strictly on our own—at least I couldn’t anyway. We may be learning independent of a traditional classroom, but this doesn’t mean we shouldn’t have traditional kinds of input—like dialogue, direction and those kinds of things. F2: Wow. You said a lot there. I guess design considerations are more important than you think. The whole kit-and-caboodle. What I get out of this is that a well put together learning package is only one part of the equation, you need to have the other things in place to make it fly. R: What, for instance? F2: Like people and tools. Well thought out plans and strategies. User-friendly stuff. Means to successful ends, you know. R: Why don’t we end on that note? Great discussion, thanks. Until tomorrow, then. R: Well, this is our last session. Thank you for once again, joining me. Today’s topic is technology and DE. I think you will see how it ties into what we have already discussed. F1: Sure. I know that when I started in this DE program, I was wondering how this computer conferencing technology was going to work out for me. But, although the learning curve was a little steep in the beginning, I am very comfortable with the medium. So the notion that it could be fun and useful at the same time, is true! F2: Well, the present conferencing system that is used is far superior to its predecessor—obviously I’m an old timer in this program—I’m glad AU changed. However, the premise remains the same—asynchronous, messaging board, etc., etc. M2: Ditto. In my opinion, how easy the tool is to use is as important as what it can do. Who wants to spend half their time on-line wrestling with something that is supposed to make communicating "easier”? It should be like it isn’t even there at all. M1: I took a course at work, and they used video-conferencing, and I found it a bit difficult to get used to. Seeing the person you were talking to was kinda neat, but there was a bit of a time delay with the speaking--which was a bit annoying. Anyway, for me I don’t feel the need to see the teacher or receive a "lecture”. F1: Well, as I mentioned before, I do miss the F2F debates that take place in a traditional learning environment. There is an energy present, which is completely lost in computer conferencing. Sure you can have a really intellectual discussion on-line with your classmates and professor, but you don’t get the same "vibes” as you do when you are there—live. M1: I’ve had both--great and crummy F2F and on-line learning experiences. It isn’t so much dependent on the medium, as much as it is the person working it and the materials used to supplement it. R: Ah ha! Could this be design considerations—revisited? M2: Yes, but that was yesterdays topic and yesterday there were doughnuts. (laughter) Just serious now, I think M1’s point is well taken. Courses have to be created properly so that they work to take advantage of the technologies strengths. And users strengths too. The other thing is, I don’t want any technology to be "in my face” either. All easiness, please. F2: Right. The tools are the means, and all eyes should be on the student and what is to be learned. The other thing about design considerations and computer conferencing technology is that not everything that is learned via this method will be designed in and accounted for. In other words, there can be much learning that is serendipitous. F1: Other than computer conferencing in this program, the only other technology I’ve used for learning purposes in this program--has been videotapes. Not sophisticated, but useful none-the-less. I listened to the tapes as I read the book—it was an enjoyable supplement for me. But then again, I’m the one who doesn’t mind the lecture thing. F2: The one really big thing that computer conferencing has done for me, is enabled me to hone in on my writing skills—or think-writing skills. Hmmm, is this connected to critical thinking? R: You tell me. M1: Well, of all the things that really work for me using conferencing technology, is the turn around time. You can post a question to your professor anytime day or night and within 24 hours you have an answer. That is invaluable to me. M2: You mean, ‘usually’ within 24 hours. (laughter) F1: I like the feeling that I am not necessarily alone. Separated, together--I think someone coined yesterday. Believe it or not, I have made friends with some of my virtual classmates. We can chat about stuff—usually about the course—and it feels like one long coffee break. Nice to know others are in the same boat as you. M2: Along the same lines, is the ability to network. I’ve met and related to classmates who are doing the same kind of thing I do, but in another part of the country. We can compare notes and it is cool. M1: But I must admit, there are some drawbacks to this kind of technology. I mean when you are wholly reliant on your computer as a means of connecting to your learning world, not to mention just the word processing functions of ones computer—when it breaks down it can leave you high and dry. I know I’ve lived this experience. Luckily, my instructor understood and I wasn’t penalized for not contributing for 10 days. Imagine not attending a lecture for two weeks in a traditional university at a graduate level? Luckily, there was enough reading, etc, to keep me busy during that time, so I didn’t feel like I fell behind. M2: Yeah. Do you remember that ice storm that hit the east a few years ago? That reeked havoc with some of our eastern classmates. No heat, no water, no telephone and no Internet. That dependency is kinda scary when you think of it. They must have received some pretty flexible assignment deadlines. (chuckle) F2: Unlike F1, my kids are teenagers. They need the computer for schoolwork and also want to use it for recreation. So, in my house it can’t always get to my computer when I need it. Juggling schedules is a challenge, and I usually get the late shift. Sure, I have a computer at work, but I cannot rely on checking in on our course conferences during my lunch hour. F1: Hmmm. When I decided to return to school, it was obvious that we needed to get a new, more sophisticated computer to handle the demands of this program. And although it was just a matter of time before we replaced old Nellie, with me losing my income and having to pay for a premium for distance education courses, it was a bit of a financial hardship. Then, when we got our new system, I have to learn how to work all the new doo-dads as well as navigate the conference software. But I think I already mentioned this. Anyway. M2: Although I don’t feel this way, there is always the issue that some of our classmates don’t actually like to participate in CMC and do so just because it is required. Some don’t feel comfortable because they feel as though they don’t have anything "intellectual” to contribute. Or they think it is too chatty or time consuming. Or dislike "writing” all the time. Oh, well, viva la differences. Personally, I like the relative anonymity and the "equalizing” effects of CMC. I guess you get out of it what you put in. R: So I guess you are saying, despite the advantages of this technology, there will always be those who don’t care for it. F2: Sure. I know you’ve said that some students don’t seem to like the CMC’s, but I know I’ve learned a lot from my fellow classmates on-line. Even just simple statements can mean a lot--without being conscious of it, you can help a person by just being supportive. When you are supported and you feel that others care, you are more motivated to continue. That my theory anyway, and I’m sticking to it. R: It’s a pretty good hypothesis. Maybe it’s time to wrap it up. I think we’ve covered some interesting topics and raised some great points. Thanks for participating, ya’ll. Good-bye!
 * Meeting 1: Main concepts in distance education**
 * Meeting 2: Program and instructional design considerations for distance education**
 * Meeting 3: Technology and distance education**

One (1) file is to be submitted for Assignment 3. The filename should include both your first and last name. Simply submit the file using the assignment drop box.

The goals of the assignment were clarified through our discussion posts by our professor.

** MDDE 602 Instructions for Assignment 3 ** Follow these instructions closely. They may be more clear than on the website. The transcript file is attached. For coding, first go through and enter a hard return between sentences. Print out the transcripts. First read through making minimal notes. Then read again, and make more notes that capture your thoughts about what a code may be. Plan to repeat this process several times before you are satisfied with your results. Transfer your notes to your electronic copy during this process. You may subdivide the sentences to clarify codes. A fragment of text may also fit into more than one code. ** Format: ** In the Introduction, in two pages or less, discuss: In your Journal section, discuss: The journal is not marked, however, keeping a research journal is standard procedure in the field and is good practice. The journal also reveals your thinking and understanding of the process, and helps me to understand how well you “get it.” Include your tables and brief discussion (no more than half a page) of what the tables represent. Follow instructions below. In the conclusion of your discussion, before you add your charts and coding, include This assignment is your opportunity to build your experience, knowledge and understanding of qualitative data coding and reporting process. You have read and discussed qualitative methods and procedures. Call this experiential education! ** Include with the essay: ** Followed by a half-page discussion on how you came to understand the definitions of the codes and categories. Remember, definitions emerge from the data. They are not pre-determined, thus requiring the data to fit. Create a table listing out the categories with their codes. In two pages or less, discuss each theme in terms of meaning. Include how the codes you include in each category weave together to form the theme/category.
 * 1) A general overview of qualitative research;
 * 2) What the assignment is;
 * 3) What you will present (hopefully, similar to the assignment);
 * 1) How you proceeded with the coding and what your thoughts were as you went along;
 * 2) What you did first (for example, you read through the transcripts, read articles on the subject of qualitative analysis, practice avoidance, finish assignment 2… J );
 * 3) What you did next (read through the transcripts, make notes in the margins, read articles on the subject, take a nap…);
 * 1) A brief conclusion of what you just said in your discussion.
 * Table 1 Definitions table/chart**
 * Table 2 List/table of Themes/Categories**

Three column: Theme/Category Code Frequency ** Include at the end: ** Please use either the format presented in the notebook or a column format with transcript deconstructed in left column and codes in the right column. There are less effective ways to code transcripts, but in the “real world” of qualitative work, the researcher must press the Enter key to separate transcript sentences into fragments to separate concepts for accurate coding. Feel free to practice in this assignment. ** Scoring 20 points ** When scoring this assignment I look for evidence of thoughtful attention to development of categories and coding, a code definition list, and charts. Understanding that the assignment asks for the first draft of manuscript coding, this assumes that there will be another round of coding when the mind has had a chance to rest and approach the task with a fresh perspective. The most important element that I look for is clarity. I’m your committee chair (pretend, of course) reading your thesis draft. You want to make your coding analysis very clear to me. You want me to understand your thinking process. If I don’t know what the definitions of the themes/categories and codes are, for example, I won’t know if the concepts that you develop make sense. I won’t know if there will be a reliability or validity issue later on. More importantly, the Ethics Board won’t know, either. Communication is a good thing.
 * Table 3 Coding Frequency**
 * The coded transcripts.**

Course Author: Martha Cleveland-Innes, Ph.D. Production/Research Editor: Mickey MacGregor
 * The Course Team**