Introduction
The analysis of the student course evaluation and the students’ complaints concerning the lack of technology in the classroom and their disconnection from the curriculum were associated with the unfortunate trend of the increased rate of students’ dropouts at Green Valley Community College.
Allotting money to the professional development trainings for educators and organizing the workshops, the administration wants to evaluate the effectiveness of the program and measure the students’ satisfaction with the recent changes by conducting a formal qualitative research interview.
Summary of a formal qualitative research interview
After the student course evaluation and the unfortunate trend of the increased students’ dropout rates have been associated with the lack of technology in the curriculum, measures for improving the existing situation were imposed by Green Valley Community College administration.
A formal qualitative research interview is conducted for the purpose of measuring the effectiveness of the education courses and the level of students’ satisfaction with the changes.
Considering the peculiarities of the subject matter and the characteristics of the target interviewees, a researcher decides on a formal semi-structured interview with a list of open-ended questions which was prepared beforehand. The opening questions of the interview are concerned with general information and aimed at evaluating interviewees’ awareness in the sphere.
Answering the first two questions concerning the ways technology can enhance learning in the classroom and examples of the benefits of incorporating technology into curriculum in general, students get involved into the issue and express their opinion of the problem.
Among the major ways for enhancing learning in the classroom the interviewer enumerated using the computer-based visual aids, educational programs in the form of computer games and various dictionaries and online encyclopedias.
As to the examples of benefits of using the technology for the instructor, the interviewee pointed at the opportunities of economizing time and efforts which are required for creating the visual aids and developing interesting assignments.
The interviewee admitted that the introduction of technology into the classroom activities is expected to generate learners’ interest, focus their attention on the subject matter and aid them in memorizing the materials because the colorful and logically structured text can be easily learnt, not boring students.
After covering general issues, the interviewer proceeded to the questions which were concerned with a particular course. Speaking about the real curriculum, the interviewee was less enthusiastic but admitted certain changes in the curriculum which have been observed within the recent months, such as several educators’ attempts to use computer-based assignments as a part of classroom activities.
Speaking about the disadvantages of including technology into the curriculum, the interviewee pointed at the lack of organization. The computer-based activities were rarely used and took too much classroom time while the rest of the materials which could not be covered at class were left for home assignment, causing students’ dissatisfaction.
Answering the final question which was concerned with the helpful advice for enhancing the effectiveness of using the technology in class, the interviewee pointed at improvement of time management and allotting enough time to computer-based assignments as well as selecting interesting assignments.
The contrast between the interviewee’s answers for general and specific questions shows that the measures which were imposed by the administration did not come up to students’ expectations though certain progress was recognized by interviewee.
Advantages and disadvantages of a formal qualitative research interview
The method of a formal qualitative research interview allows evaluating the students’ attitude to the changes in the curriculum but does not exclude particular bias of the interviewer’s assessment and interviewee’s answers.
On the one hand, this approach allows preparing the list of questions beforehand, taking into account their succession and the proper formulation of the problems. Glesne (2011) recommends “Think of interviewing as the process of getting words to fly” (p. 102).
Thus, preparing the plan of an interview and using it would enhance the effectiveness of the survey, allowing thinking the major points and the most effective ways for covering them during the conversation over. On the other hand, the open-ended questions predetermine particular difficulties with recording the information and establishing and maintaining the personal rapport with the interviewee at the same time.
Choosing between the technical recording of the conversation and making notes, a researcher should consider the advantages and disadvantages of both options. “This approach [making notes] will result in poor notes and also detract for the development of rapport between interviewer and interviewee” (Semi-structured interviews).
It is important to consider students’ bias and the level of their awareness in the field for evaluating the results of the survey and minimizing the impact of their opinions as one of the major limitations of the survey.
Seidman (2006) noted that “Use of in-depth interviews alone, when done with skill, can avoid tensions that sometimes arise when a researchers uses multiple methods” (p. 6). Thus, proper preparation and thorough analysis of the research results could enhance the effectiveness of the interview and improve the results of this qualitative approach.
The process of conducting an interview
Preparing for the interview, the researcher should consider a number of technical issues not underestimating the importance of creating the comfortable atmosphere of the conversation and establishing the personal rapport with interviewee.
The preparation starts from formulation of the major issue and the appropriate questions for covering particular aspects of the theme. The researcher pays attention to the succession of the questions, considering various stages of conducting an interview. Robinson (2000) enumerated “introducing, personalizing, reminiscing, contextualizing, closing and reciprocating” as the main phases of a formal interview (p. 17).
This structure allows interviewer to balance the technical side of the research with the psychological aspect, taking into account that interview remains a form of interpersonal communication and the human factor should not be underestimated. The setting, the means of non-verbal communication and even the speed of the interview are meaningful.
Creswell (2008) noted that “The pace of the interview is set to be comfortable for the interviewee” (p. 377). The interviewer should pay attention not only to the content of the answers but also to their emotional coloring for the purpose of improving the outcome of the research.
After the interview is completed, it is advisable to look through the notes or listen to the records of the conversation for writing some comments which can be valuable for evaluating the results in future.
Conclusion
The results of the formal qualitative research interview have proven that the changes in the college curriculum were appreciated by students though did not come up to their expectations.
Summing up the results of the interview and considering possible bias of the target respondents and other limitations of the study, it should be concluded that the integration of technology into the curriculum is a gradual process which has started but requires further improvements.
Reference List
Creswell, J. W. (2008) Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (3rd Ed.) Upper Saddle River, N.J.; Pearson Education Inc.
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th Ed.). Boston, MA: Pearson Education, Inc.
Robinson, J. (November 2000). Phases of the qualitative research interview with institutionalized elderly individuals. J Gerontol Nursing, 26 (11): 17-23.
Seidman, I. (2006). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. (3rd Ed). New York: Teachers College Press.
Semi-structured interviews. Robert Wood Johnson Foundation. Web.