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Qualitative Inquiry
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Article

Bouncing Between the Dark and Bright Sides: Can Technology Help Qualitative Research?

Iván M Jorrín-Abellán, Bartolomé Rubia-Avi, Rocio Anguita-Martínez, Eduardo Gómez-Sánchez*, and Alejandra Martínez-Mones

University of Valladolid

* To whom correspondence should be addressed. E-mail: ivanjo{at}pdg.uva.es.


  Abstract
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.

First published on August 25, 2008, doi:10.1177/1077800408318435

Qualitative Inquiry 2008;14:1187.

A more recent version of this article appeared on October 1, 2008

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