Data Analysis

The qualitative data collected through the semi-structured interviews was subject to a thematic analysis that followed the 6 steps as described by Braun and Clarke (2006). Thematic analysis was chosen because “it can be used within different theoretical frameworks” (Braun & Clarke, 2006, p.81). Further, its flexibility suits the explorative nature of this thesis research. The two rich sets of data (student interviews and tutor interviews) required a lengthy, time

consuming process to be transcribed. To familiarize with data, the transcriptions were read at least 3 times before any coding and out of the codes themes started to emerge.

The unit of analysis for semi-structured interview was considered per participant. Themes were identified as patterns recurring across the data set. Of course, themes should also be related to the questions of the study. The thematic analysis applied in this study was an inductive analysis in which no fitting of the data to a pre-existing coding frame took place (Braun & Clarke, 2006). This should not imply a lack of coding frames in the literature about the main variables of this study, rather it implies a flexible approach that was encouraged due to the lack of agreement on definitions, indicators, and measures of those variables (i.e. social presence and metacognition) as was discussed in the literature review chapter. In inductive thematic analysis the analysis is data-driven, however this does not mean that the analytic processes are totally free of theoretical biases. After all, any study is anticipated to be conducted within a theoretical framework, and identification of themes is influenced by researchers' "values, theoretical orientations, and personal experiences” (Ryan & Bernard, 2003, p.88). For this research study, the theoretical framework of the ‘Community of Inquiry’ [CoI] was referred to as one of the main components of the theoretical frameworks impacting the analysis. As more rounds of refinements of the analysis process were conducted, a new meta-theme emerged, identity performance, and this one was more impacted by the theoretical framework developed by Goffman (1956; 1972). As an alternative, a theoretical thematic analysis could have been applied in this thesis research using a pre-existing coding

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frame. However, such an approach would have limited the flexibility of the research and negatively impacted on its explorative nature by confining it to a certain theoretical paradigm. My choice of this approach was supported by the insights and findings of some previous researchers (Bokser et al., 2016; Lowenthal, 2012).

The six steps applied are just as discussed in Braun and Clarke (2006); “familiarizing” with data (through reading and taking notes, “generating” codes which required more reading in a back-forth manner, “searching for themes” out of the initial codes of the previous step, “reviewing themes” which was a step of making sure that the codes really fitted into the themes and that the themes could tell the story of the entire data set and this step overlapped with the next step of “defining and naming themes”, and finally of course “producing the report” (p.87). In general, it is hard to say when a step completely halted and the next step began. Overlapping between steps was experienced through the process, however to varied levels.

To clarify the thematic analysis process, a worked example is shown here;

The following quote is from a response of Lilly, a student participant, to a question about social presence and its impact on her learning:

interaction… interaction for me is two things; one interaction I read, and another interaction is according to the requirements I response to them … either giving feedback or comment or you know, some discussion, asking some insightful question… so that is one part in the interaction, but the other thing, just reading and reflection, compare the writing in myself… that also another interaction… that part may not be known by any one… maybe only me. Because it's a kind of interaction because everyone posted, I have to choose three, but I read more than three and I think …of the concept more than three… but for the three I choose, I write and the discussion continue, but even then for those who I do not write, for those posts who I haven't write for discussion but I still reading and thinking, and I even download it and I even keep their references, and I follow the references and I read it, so by this way later I realize, ok which post is easier for me to 'response' … which is more of my interest, so within the timeframe also I must… sometime I am interested in… that is the new area, it's very new to me, and sometimes it's very

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difficult for me… more time to read, so I just download their post and keep it and the reference also I keep it, and then later… after I submit my necessary discussion I continue to read… I thought that is also a kind of interaction; reading and reflection.

This piece of data was coded as follows; the paragraph shaded in green was coded as ‘lack of participation’, and the paragraph shaded in yellow was coded as ‘participation’. However, the parts which are underlined were coded as ‘limited time’. Both codes of

participation and lack of participation were joined in the theme ‘Participation or Lack of’, while the code ‘limited time’ was merged with other codes such as ‘lack of interest’, ‘different background from others’, ‘lack of openness’, ‘lack of face to face’ under the theme ‘Obstacles about Social Presence’. The quotes considered for the codes and the themes were long ones as can be seen in this example. This was a decision made early in the analysis process driven by the researcher’s appreciation of the contextual aspect of the data. During writing the analysis report, the last step of the thematic analysis according to Braun and Clarke (2006), shorter quotes were included within paragraphs describing the contexts.

Yin (2009) warns researchers who use embedded single case designs of paying too much attention to the subunits of analysis and ignoring the main unit of the study which is the online doctoral programme in this case. To avoid such a main pitfall, the analysis of student data and tutor data was followed by an attempt to find divergences and convergences between both sets of data which resulted in the emergence of further meta-themes.

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