Alice Comi, Nicole Bischof and Martin J. Eppler
The purpose of this paper is to argue for the reflective use of visual techniques in qualitative inter-viewing and suggests using visuals not only as projective techniques to…
Abstract
Purpose
The purpose of this paper is to argue for the reflective use of visual techniques in qualitative inter-viewing and suggests using visuals not only as projective techniques to elicit answers, but also as facilitation techniques throughout the interview process.
Design/methodology/approach
By reflecting on their own research projects in organization and management studies, the authors develop a practical approach to visual interviewing – making use of both projective and facilitation techniques. The paper concludes by discussing the limitations of visualization techniques, and suggesting directions for future research on visually enhanced interviewing.
Findings
The integration of projective and facilitation techniques enables the interviewer to build rapport with the respondent(s), and to elicit deeper answers by providing cognitive stimulation. In the course of the interview, such an integrative approach brings along further advantages, most notably focusing attention, maintaining interaction, and fostering the co-construction of knowledge between the interviewer and the interviewee(s).
Originality/value
This paper is reflective of what is currently occurring in the field of qualitative interviewing, and presents a practical approach for the integration of visual projection and facilitation in qualitative interviews.
Details
Keywords
Samuel Kai Wah Chu, Felix Siu, Michael Liang, Catherine M. Capio and Wendy W.Y. Wu
This study aims to examine users’ experiences and perceptions associated with the use of two wiki variants in the context of collaborative learning and knowledge management in…
Abstract
Purpose
This study aims to examine users’ experiences and perceptions associated with the use of two wiki variants in the context of collaborative learning and knowledge management in higher education.
Design/methodology/approach
Participants included two groups of postgraduate students from a university in Hong Kong who used MediaWiki (n=21) and TWiki (n=16) in completing course requirements. Using a multiple case study approach and a mixed methods research design, data logs on the wiki platforms were downloaded and the contents were analysed. Students’ perceptions were examined through a survey.
Findings
The findings indicate that both wikis were regarded as suitable tools for group projects, and that they improved group collaboration and work quality. Both wikis were also viewed as enabling tools for knowledge construction and sharing.
Research limitations/implications
This study provides insights that may inform the decisions of educators who are considering the use of wikis in their courses as a platform to enhance collaborative learning and knowledge management.
Originality/value
Previous research has shown that wikis can be effectively used in education. However there are a number of wiki variants and it may be difficult to identify which variant would be the best choice. There is a dearth of research comparing the effectiveness of different types of wikis. This study compares two wiki variants on a number of outcomes which may provide some insights to teachers who are in the process of selecting an appropriate wiki for teaching and learning.