This is the third of the four assignments that will help you prepare for writing qualitative research proposals. For this assignment, you will write a paper that identifies a data analysis strategy and process for each of the two selected methodological approaches you analyzed in the Week 3 discussion. The data analysis strategy and process you identify need to align with the methodological approach. In this paper, you will explain why the data analysis needs to align with the methodological approach, and why both the data collection process and the methodological approach need to align with the research question. You will use the same subject, research topic, research theory, and data collection plan in the all assignments in this course.

Instructions

Write a paper that reflects a data analysis strategy and process that aligns with a given methodological approach. Use the

Week 8 Assignment Template [DOCX]

to structure your paper.

• Describe the process of data analysis for the first selected methodological approach for conducting qualitative research (1–2 paragraphs).
• Describe the process of data analysis for the second selected methodological approach for conducting qualitative research (1–2 paragraphs).
• Support your assignment with appropriate academic sources and include both citations and references in current APA format. Use 3–5 scholarly resources published with the past three years by recognized academic sources.

Requirements

Your assignment should also meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message.
• Length of paper: Meets the structure provided in the assignment instructions.
• Resources: 3–5 scholarly resources. Include a reference page at the end of the paper.
• APA guidelines: Double-spaced paragraph formatting in the body of the paper. When appropriate, use APA-formatted headings. Resources and citations are formatted according to current APA style and format. See Evidence and APA for more information on APA style and format.
• Font and font size: Times New Roman, 12 point.

SCORING GUIDE

Your Work will be evaluated using this criteria.

VIEW SCORING GUIDE

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:

• Competency 4: Describe methods for data collection and analysis.

  Describe key elements of data analysis for the each of the two selected methodological approaches.
  Describe how the data collection process aligns with the context for each of the two selected methodological approaches.

• Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

  Convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.==

=========from week 3

The two Qualitative Approaches I chose were Ethnography and Phenomenologists research methods. Ethnography research is a form of research that focuses on examining the patterns of beliefs, behaviors, and language of a culture or society as a whole. The data is best studied by using a combination of personal involvement within the group and in-depth interaction with the group of people the researcher is studying (Creswell & Poth, 2018). This would be great in studying how America as a culture respond to 9/11. It would study how the culture affected the people and the response to the tragedy.

 Phenomenologists research on the other hand focus on describing what all participants have in common as the experience a phenomenon. The example cited on page 97 is that “grief is universally experienced” (Creswell, 2015). The best way to study this is to personally find out how people interact in each situation. Observation and questionnaires would be best in this situation. An example of how this would be used would be how a person’s grief from 9/11 affected the culture around them.

In terms of similarity and differences, Ethnography is the study of people and cultures they live in, while Phenomenology is the study of subjective, lived experiences and perspectives of the people within the said culture. The vast similarity between the two of them is they look to see how people and cultures fit together.  The main difference between Ethnography and Phenomenology is that ethnography focuses on the collective experiences within a certain culture whereas phenomenology focuses on the individual experiences. So, while they are both studying how people fit in a culture and society, Ethnography looks at how the society come together and work together while Phenomenology focuses on how people fit into a societal group. So, while they are both studying the same thing one uses an outside in approach and the other uses an inside out approach.

Creswell, J., & Poth, C. (2018). Qualitative inquiry and research design: Choosing 

among five approaches (4th edition). Thousand Oaks, CA: Sage

Creswell, J. ((2013). Qualitative inquiry & Research design choosing among five approaches.

 (3rd ed.) Thousand Oaks, CA Sage.

Running head: RESEARCH THEORY SUPPORTING RESEARCH TOPIC 1

RESEARCH THEORY SUPPORTING RESEARCH TOPIC 3

Research Theory Supporting Research Topic

Mordechai Gofman

Capella University

Elements of the Qualitative Research Theory

One of the theories supporting research topic in this case is the connectivism theory. The key elements of this theory include that learning and knowledge are based on diverse opinions from people about a certain phenomenon (Corbett & Spinello, 2020). Another key element of the theory is that learning is a process that connects specialized information sources. Besides, the capacity to know more is more critical than what is known. Nurturing and maintenance of connections is needed to facilitate to continued learning. The theory also holds the characteristics that ability to see connections between fields, ideas, and concepts is an important skill. The theory is also built on the concept of currency where individuals need to have accurate and up to date knowledge. Generally, connectivism is based on making a choice on what to learn and taking meaning of information as shifting reality, which might affect the manner we see a certain phenomenon today in future (Chudy et al., 2021).

How the Theory Supports the Study Topic

Connectivism is a theory that is based on explaining how learning changes in a manner that an individual does not have control over (Jung, 2019). Similarly, digital age has also brought widespread changes in the society by bringing with it both positive and negative influences that individuals cannot control. Individuals have been impacted on how communicate, learn, and think in the lens of the society which is supported by the supporters of the proposers of the connectivism theory. This has created new behaviors that on averages have impacted the modes of learning. Therefore, the connectivism theory can be used in collection of qualitative data to assess how individuals have been impacted by the internet based on the perceived experienced they have had since introduction of technology (AlDahdouh, 2019).

How Practical Implications Of The Research Could Be Used By Stakeholders

This theory would be important because it will help in understanding how people can readily accept changes. This is important because it helps in understanding how well the society can accept and adapt to changes that happen in the immediate environment where they little control (Shrivastava, 2018. Connectivism presents a model that acknowledges the paradigm shifts in the society, where learning is never influenced internally or based on individual characteristics. The stakeholders can also use the implications of the research to understand how people’s perspectives are changing in the digital era by making use of provided by this age in promoting learning (Shrivastava, 2018).

References

AlDahdouh, A. A. (2019). Individual Learning Experience in Connectivist Environment: A Qualitative Sequence Analysis. International Journal of Research in Education and Science, 5(2), 488-509.

Chudy, S., Neumeister, P., Koribska, I., Strouhal, M., & Selicka, D. (2021). Contemplative insight as an opinion conflict and a search for meaning in the context of innovative elements of the revolution industry 4.0. Education and Information Technologies, 26(1), 673-682.

Corbett, F., & Spinello, E. (2020). Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6(1), e03250.

Jung, I. (2019). Connectivism and Networked Learning. In Open and Distance Education Theory Revisited (pp. 47-55). Springer, Singapore.

Shrivastava, A. (2018). Using connectivism theory and technology for knowledge creation in cross-cultural communication. Research in Learning Technology, 26.