framework for the implementation of a virtual design studio model in ...
framework for the implementation of a virtual design studio model in ... framework for the implementation of a virtual design studio model in ...
The main hypothesis is further expanded to the following sub- hypothesis: Sub Hypothesis H1 VDS tools are instrumental in promoting creativity VDS helps the student identify the main problem and issues of concern. VDS motivates the students to take active part in their design VDS helps the student in generating ideas and think metaphorically VDS makes the student flexible in sharing their ideas with colleagues as well as building on other’s ideas. VDS directs the student in learning new methods of design and freely adapt them in their design ideas VDS encourages the student to expand their initial ideas and make complete projects out of it. VDS encourages the student to investigate new methods and search for new ideas VDS encourages the student to overcome obstacles and reach their final goal. H2 VDS is instrumental in promoting collaboration VDS facilitates communication between team members VDS encourages the students to share responsibilities in their VDS helps the student to create a shared vision for their work VDS makes the students aware of their final goal VDS encourages the students to take initiative in making decisions and monitor their progress. VDS makes the students involved in their project. H3 VDS tools address pedagogical issues. Research Sub-Hypothesis The research hypothesis will be addressed and further elaborated in chapter seven. The sub-hypothesis will also be aligned to the evaluation. 95
5.11 Validity and Reliability Herr and Anderson 262 argue that action research is interested in action- orientated outcomes. They believe that action research goes beyond generating knowledge. Action research proves its legitimacy through the choices and decisions made throughout the research rather than proving the validity of the methodology. 263 Theorists agree that addressing reliability and validity issues in qualitative research differs from those used in quantitative research 264 , Herr and Anderson 265 further state that action research differs even more. In action research usually there are many types of involvement by the researcher. The main broad types are either “insider” or “outsider”. If the researcher is an insider who is undertaking a study in the organisation in which he is employed, then it becomes difficult to be biased towards the study and prove reliability of his data. 266 In a different stance, the researcher may be an outsider, so his involvement in the subject is minimised and some data might not be accessible. Herr and Anderson 267 suggested a pluralistic approach to conduct an action research to preserve both perspectives. In the case of this study the researcher maintained the outsider perspective of the research problem and yet maintained the balance of being aware of some insider opinion having previous experience as a lecturer in the HCT colleges of the UAE. Hence, the advantage of having prior knowledge of the problem exists. The researcher also used the pluralistic approach at a point of this study to gain in-depth views of the insiders. The use of multi-methods in collecting the data was also utilised as the data was collected using observations, focus groups, and interviews. According to the literature a study can be said to have an external validity if the findings of that study can be generalised. 268 As this 262 Herr, K., Anderson, G. L. (2005). op.cit. p63 263 Herr, K., Anderson, G. L. (2005). op.cit. p65 264 Lincoln, Y. S., Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills: Sage. 265 Herr, K., Anderson, G. L. (2005). op.cit. p82 266 Greenwood, D., and Levin, M. (2007). op.cit. p32. 267 Herr, K., Anderson, G. (2005). op.cit. p84 268 Brewer, J., Hunter, A. (1989). Multimethod research: a synthesis of styles. John Brewer, Albert Hunter. London: Newbury Park. 96
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5.11 Validity and Reliability<br />
Herr and Anderson 262 argue that action research is <strong>in</strong>terested <strong>in</strong> action-<br />
orientated outcomes. They believe that action research goes beyond<br />
generat<strong>in</strong>g knowledge. Action research proves its legitimacy through<br />
<strong>the</strong> choices and decisions made throughout <strong>the</strong> research ra<strong>the</strong>r than<br />
prov<strong>in</strong>g <strong>the</strong> validity <strong>of</strong> <strong>the</strong> methodology. 263 Theorists agree that<br />
address<strong>in</strong>g reliability and validity issues <strong>in</strong> qualitative research differs<br />
from those used <strong>in</strong> quantitative research 264 , Herr and Anderson 265<br />
fur<strong>the</strong>r state that action research differs even more. In action research<br />
usually <strong>the</strong>re are many types <strong>of</strong> <strong>in</strong>volvement by <strong>the</strong> researcher. The<br />
ma<strong>in</strong> broad types are ei<strong>the</strong>r “<strong>in</strong>sider” or “outsider”. If <strong>the</strong> researcher is<br />
an <strong>in</strong>sider who is undertak<strong>in</strong>g a study <strong>in</strong> <strong>the</strong> organisation <strong>in</strong> which he is<br />
employed, <strong>the</strong>n it becomes difficult to be biased towards <strong>the</strong> study and<br />
prove reliability <strong>of</strong> his data. 266 In a different stance, <strong>the</strong> researcher may<br />
be an outsider, so his <strong>in</strong>volvement <strong>in</strong> <strong>the</strong> subject is m<strong>in</strong>imised and some<br />
data might not be accessible. Herr and Anderson 267 suggested a<br />
pluralistic approach to conduct an action research to preserve both<br />
perspectives. In <strong>the</strong> case <strong>of</strong> this study <strong>the</strong> researcher ma<strong>in</strong>ta<strong>in</strong>ed <strong>the</strong><br />
outsider perspective <strong>of</strong> <strong>the</strong> research problem and yet ma<strong>in</strong>ta<strong>in</strong>ed <strong>the</strong><br />
balance <strong>of</strong> be<strong>in</strong>g aware <strong>of</strong> some <strong>in</strong>sider op<strong>in</strong>ion hav<strong>in</strong>g previous<br />
experience as a lecturer <strong>in</strong> <strong>the</strong> HCT colleges <strong>of</strong> <strong>the</strong> UAE. Hence, <strong>the</strong><br />
advantage <strong>of</strong> hav<strong>in</strong>g prior knowledge <strong>of</strong> <strong>the</strong> problem exists. The<br />
researcher also used <strong>the</strong> pluralistic approach at a po<strong>in</strong>t <strong>of</strong> this study to<br />
ga<strong>in</strong> <strong>in</strong>-depth views <strong>of</strong> <strong>the</strong> <strong>in</strong>siders. The use <strong>of</strong> multi-methods <strong>in</strong><br />
collect<strong>in</strong>g <strong>the</strong> data was also utilised as <strong>the</strong> data was collected us<strong>in</strong>g<br />
observations, focus groups, and <strong>in</strong>terviews.<br />
Accord<strong>in</strong>g to <strong>the</strong> literature a study can be said to have an external<br />
validity if <strong>the</strong> f<strong>in</strong>d<strong>in</strong>gs <strong>of</strong> that study can be generalised. 268 As this<br />
262 Herr, K., Anderson, G. L. (2005). op.cit. p63<br />
263 Herr, K., Anderson, G. L. (2005). op.cit. p65<br />
264 L<strong>in</strong>coln, Y. S., Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills: Sage.<br />
265 Herr, K., Anderson, G. L. (2005). op.cit. p82<br />
266 Greenwood, D., and Lev<strong>in</strong>, M. (2007). op.cit. p32.<br />
267 Herr, K., Anderson, G. (2005). op.cit. p84<br />
268 Brewer, J., Hunter, A. (1989). Multimethod research: a syn<strong>the</strong>sis <strong>of</strong> styles. John Brewer, Albert Hunter.<br />
London: Newbury Park.<br />
96
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