Special Research I Session6: Study Case in ID Field (4)

If I classify the research I have been conducting into three types of research that Prof. Suzuki has explained in Session 3, they will be labeled as either developmental research or qualitative survey research. In qualitative research, the qualitative data collected using methods such as observation and interview are analyzed and theorized. The word "research" may give you an image of researchers taking samples from massive parameters for experimentation. However, there are many ways to approach this depending on the subject. For example, you can make full use of quantitative (statistical) data and try to find out any general phenomenon and movement, or you can conduct qualitative analysis from various aspects of the information not found in the quantitative data by using specified field. In qualitative research, it is common practice to show evidence of your assertion by using several techniques. Even in the same practice, the results can be varied depending on the point you focused on in your analysis. You also need to take an appropriate approach to your analysis by clarifying any existing constraints according to the circumstances. It is not easy, but I believe that solving these difficulties is one of the intriguing parts of research.

A case in developmental research

The following two studies were conducted in order to support educational designers and educators.

<Analytical tool for e-Learning materials>

In 2005, the Information-technology Promotion Agency, Japan (IPA) conducted a "demonstration experiment for training highly qualified specialists in rural areas using e-Learning". We examined twenty-eight instructional materials used in the demonstration experiment from the perspective of ID, then, using the analysis, developed an analytical tool for e-Learning materials. Primarily, we used (checked) the twenty-eight materials, and then compiled a list of the strengths/weaknesses of these materials. We then divided the results into several categories, e.g. ID composition, Media Design, ID Meta information, ID Practice, and Usability Design. Then we examined the adequacy of each category by applying ID theory. Finally, we set up three levels of criteria for evaluation, and then developed an analytical tool.

<Checklist for instructional materials based on GBS>

We selected the Goal-Based Scenario (GBS) theory from the Instructional design theory that encouraged learner-led activities, and created a learning material checklist for educational designers who are interested in analyzing scenario-type materials based on the GBS theory. We clarified the components and presented them graphically; and compiled inquiry list that satisfied the seven elements of the theory. Then, we evaluated the checklist. We are still in the process of developing the system in order to improve the feedback function for wider use.

A case in investigative research

<Field survey on requirement for IT Skill Standard (ITSS) in Iwate Prefecture>

We have conducted a survey on the requirements for ITSS (IT Skill Standard in Japan) in order to provide an educational program to satisfy the criteria for ITSS in Iwate Prefecture. We selected sixty-four companies belonging to the Iwate Information Service Industry Association, and the companies whose e-mail addresses and/or information on their websites were found on the company information page in the Iwate Industrial Promotion Center website, then conducted a survey by creating a questionnaire page on a website. We then selected five companies and visited them for (semi-structured) interview. We found that the companies engaged in IT related service industries recognized ITSS, however, they were not prepared to introduce it into their organization. However, they were willing to include some structure using a skill map of some kind to be used in the human resources area.

<Analysis and comparison of residential and distance courses>

We studied the residential and distance courses in a graduate school in the U.S. The school provides similar programs for residential and distance students. We conducted participant observation, stakeholder interviews, and document analysis, in order to see what schemes and practices to know how to maintain the same quality of education for both courses. After conducting a six-month participant observation, we recruited volunteer interviewees via e-mail, then interviewed lecturers and students in the residential and distance courses. We discovered that lecturers were clearly aware of the differences between the students on the two courses, and provided education suitable for each course using various methods. The students also understood the characteristics of their chosen course, and were trying their best to create a comfortable learning environment in order to pursue their study.

Session 6: Study Case in ID Field (4) (Lecturer: Junko Nemoto)

[Study Case]

A case in developmental research

A case in investigative research