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Qualitative Inquiry
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Bouncing Between the Dark and Bright Sides

Can Technology Help Qualitative Research?

Iván M. Jorrín-Abellán

University of Valladolid, Spain, ivanjo{at}pdg.uva.es

Bartolomé Rubia-Avi

University of Valladolid, Spain

Rocio Anguita-Martínez

University of Valladolid, Spain

Eduardo Gómez-Sánchez

University of Valladolid, Spain

Alejandra Martínez-Mones

University of Valladolid, Spain

The authors carried out a 4-year qualitative analysis of a case study in higher education. An undergraduate course based on the principles of computer supported collaborative learning (CSCL) was designed, implemented, and evaluated. The process was developed by a community of practice, formed by quite a number of researchers coming from the information and communication technology and education fields. All of them belong to the Intelligent & Cooperative Systems Research Group—Education, Media, Informatics and Culture transdisciplinary group. The case provided many "tasty" partial results that were used to develop and improve three ad hoc supporting tools: Quest, Samsa, and Iloca. In this article, the authors offer a set of reflections about how the aforementioned tools were fed by the ethnographical analysis carried out, helping to overcome problems of flexibility and contextualization that are typical of the generic supporting tools generally used in the evaluation of higher education innovations.

Key Words: CSCL • qualitative case studies • evaluation supporting tools

This version was published on October 1, 2008

Qualitative Inquiry, Vol. 14, No. 7, 1187-1204 (2008)
DOI: 10.1177/1077800408318435
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