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communication research

Questions and Answers of Communication Research

8. If the researcher has agreed to maintain the anonymity of participants, a system for referencing participants will need to be created.
7. In writing about data collection, the reader should know when the fieldwork was conducted, how long and in what way the researcher was involved with partici- pants, descriptive information about
6. A good way to begin a qualitative research report is to explain why the setting was im- portant or interesting.
5. The researcher must decide whether he or she or the participants will have the respon- sibilities of authorial voice.
4. Qualitative research projects create too much rather than not enough data.
3. At a minimum, qualitative research reports should include an introduction; a summary of the literature; a description of data collection and analysis; and a report of the findings, interpretation,
2. One way to check on your writing process is to ask how the description or analysis is increasing the reader's understanding.
1. Researchers have flexibility, and therefore can make decisions about writing a qualita- tive research report.
12. Develop a complete and accurate list of references used in the report in the preferred style.
11. Write an abstract for the written report.
10. Write a title that accurately introduces your study in an interesting way.
9. Refine your written report through several revisions.
8. Write a discussion section that reviews what was attempted, what has been learned, and identifies new questions.
7. Select the most appropriate quotes from par- ticipants to support your analysis.
6. Include both description and analysis in the written report.
5. Make decisions about revealing the identity of participants.
4. Write a description about how the data were collected.
3. Identify the core ideas you want to present.
2. Decide whose voice will be the primary storyteller.
1. Select the writing style for your qualitative report.
12. Researchers use participant quotes, credibil- ity, member validation, and triangulation to affirm the quality of their findings.
11. After data are analyzed, or categorized, a researcher must develop an interpretation of the patterns, themes, and concepts.
10. Thematic analysis of data is based on the criteria of recurrence, repetition, and forcefulness.
9. Data are saturated theoretically when all data can be coded into a category.
8. Grounded theory, or the constant- comparative method, is an iterative process that guides a researcher through identifying categories and identifying relationships among categories.
7. Categories may be drawn from the litera- ture or emerge from the data.
6. Coding and categorizing qualitative data reduces it to a manageable size.
5. Diagramming the data, or putting the data into some graphical form, can help a re- searcher find relationships among the data.
4. Researchers write analytical memos to cap- ture their first impressions and reflections of the data.
3. Generally, a researcher spends as much time analyzing qualitative data as collecting data.
2. Analysis of qualitative data, or identifying patterns and themes, is distinct from inter- preting, or making sense of the patterns and themes.
1. Because qualitative research is inductive, data collection and analysis can be cyclical and evolutionary.
5. What are a few examples of this construct in these data?
4. What does this construct not include?
3. How will I recognize it in the data? What likely implicit and explicit ways will partici- pants express this construct?
2. How will I define it? You should be able to write out a definitional statement.
1. How will I label this construct? What am I calling it?
12. Use triangulation to strengthen data analysis and interpretation.
11. Conduct a member check or member validation.
10. Enhance the credibility of a qualitative research design.
9. Create an interpretation for categories or themes of qualitative data.
8. Decide whether a computer program will be helpful in the data analysis process.
7. Recognize when qualitative data analysis is theoretically saturated.
6. Use grounded theory and constant-comparative method to analyze qualitative data.
5. Create a coding scheme for qualitative data.
4. Search textual data for relevant codes to be analyzed.
3. Write an analytical memo.
2. Distinguish between the analysis and interpretation of qualitative data.
1. Distinguish between emic and etic readings of data.
14. Ethnography of communication is a theoret- ically driven method in which researchers
13. Autoethnography is autobiographical, reveals the author's emotions, and is often written in first person.
12. Ethnography is a qualitative research method in which the researcher immerses him or herself in the communication en- vironment for a long time, often becoming one of the interactants.
11. Narratives, or stories, can be collected in interviews, as critical incidents, from ques- tionnaires, from the course of everyday conversation, and in many forms of printed communication.
10. Focus groups take advantage of the chain- ing or cascading of conversation among participants.
9. Focus groups are a practical method for ad- dressing applied communication problems and capturing the ideas of difficult-to-reach populations.
8. Guided by a facilitator, a focus group is composed of 5 to 10 people who respond to the facilitator's question in a group discus- sion format.
7. Most interviews are recorded, transcribed, and verified back to the recording.
6. Researchers use an interview guide com- posed mostly of open questions to encourage the respondent to tell his or her own story.
5. Field interviewing is a practical qualitative method for discovering how people think and feel about communication practices.
4. Interactions with participants and observa- tions of their interactions with others are captured as textual data.
3. Different qualitative research methods create different relationships between researcher and participants.
2. Describing what is occurring is different from analyzing what occurred.
1. Observation and taking notes are two skills required for collecting qualitative data.
6. Are there plausible explanations for the communication described other than the ones presented by the ethnographer?
5. Are the details of the methodology sufficient to warrant the claims made by the researcher?
4. Is the description of the researcher's experience detailed enough for you to feel as if you are there?
3. How does the author describe the method of data collection?
2. Does the author describe the type and length of involvement and interaction with participants?
1. Does the author give details about how he or she entered the scene?
4. Analysis of the data produces deep, thick descriptions and explanation of meanings and functions of communication behavior.
3. Research is focused on a small number of cases even one case in detail can be sufficient.
2. Because the field is underexplored, the re- searcher must work with data that are un- structured or data that do not fit neatly into categories.
1. There is a strong interest in exploring a par- ticular social phenomenon. Researchers are unlikely to have well-developed research questions from which to begin the study because the phenomenon
9. If you were to create a message to parents encouraging them to eat meals together as a family, what would it say? How would you say it (print, radio, television)? Who would say it (spokesperson)?
8. What strategies does your family use to make sure you eat meals together as a family? Which strate- gies are most effective? Which strategies are ineffective? (Have you ever tried to make sure you
7. If you could make shared family mealtimes better, how would you do it?
6. What are some reasons for not eating meals together as a family? What would make it easier for your family to eat meals together as a family?
4. Do you remember having meals together as a family when you were growing up as a child? Can you describe a typical mealtime? 5. What do you think might be benefits of eating meals together as a
3. If you were to paint a picture of the ideal mealtime, what would it look like?
2. Can you describe a typical mealtime in your house? (Think about the following: who eats together; where do family members eat-table, counter, living room, etc.; does everyone eat the same thing or
1. What are the challenges that your family experiences when trying to eat meals together as a family?
10. What surprised you the most as a partici- pant in the Second Life support group?
9. Have you developed any personal friend- ships with group members? In what capacity?
8. What is your relationship with the group members in the Second Life support group?
7. What do you like least about participating in this support group in Second Life?
6. In what ways do you believe the Second Life support group is helpful to you?
5. What influences your satisfaction?
4. On a scale from 1-7, where 7 is very satis- fied, how satisfied are you with your experi- ence in this support group in Second Life?
3. What motivated you to participate in the Second Life support group?
2. Have you participated in any online discus- sion boards in addition to the support group in Second Life? If yes: How does participation in Second Life support group differ from a typical online
1. I know you attend the Second Life support group: 1.a Do you also go to face-to-face meetings outside Second Life? 1.b How does your participation in the Second Life support group differ from your
6. Verify or validate data obtained from other sources.
5. Uncover the distinctive language and communication style used by the partici- pant in his or her natural communication environment.
4. Gain an understanding of a communica- tion event or process from the participant's perspective.
3. Develop a relationship with the participant to infer communication properties and processes.
2. Learn about events and interactions that cannot be directly observed.
1. Inquire about occurrences in the past.
Described legal obligations of board members
Related own experiences
Then used discussion questions about these issues to create interaction with large audience

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