Evaluation Phase

An evaluation process was carried out immediately after the implementation process to measure the effectiveness of the course with a focus on its flexibility and interactivity. The evaluation process took two semesters and several data collection tools were used for that like online surveys and there were interviews.

Fig. 3.8

Screenshot of the Survey Links for Teachers and Students

In Fig. 3.8 above, a screenshot of the Survey Links for Teachers and Students is provided.

Page 89 3.3 Conclusion

In conclusion, this chapter created a bridge between the previous chapter on theoretical foundation for implementing an online course at SQU within the socio- cultural and epistemological context of Oman and the empirical part, which follows. In short, this chapter examined unique instructional design features for the online course in detail along with an in-depth discussion focusing on the process of its engineering and development based on e-learning aspects and ID attributes. The next chapter explores aspects of an ideal research methodology to apply principles of implementation of the model e-learning course and its evaluation.

Page 90

CHAPTER FOUR: METHODOLOGY

4. Introduction

4.1 Qualitative vs. Quantitative research 4.2 Definitions of a case study

4.2.1 Is there a clear definition? 4.2.2 Types of case studies 4.2.3 Boundary

4.3 Reliability and Validity in qualitative research 4.4. Data collection

4.4.1 Questionnaires

4.4.2 Questionnaire procedure

4.4.3 Cover letter of the questionnaire 4.4.4 Semi-structured interviews 4.5 Translation 4.6 Participants 4.6.1 Recruitment of participants 4.6.1.1 Recruiting learners 4.7.1.2 Recruiting teachers 4.7 Data analysis 4.8 Ethical claim 4.9 Conclusion

Page 91 4. Introduction

When deciding on the best research methodology, these words came to mind: "Rarely is there only one way to go about things and most research topics could be approached from a range of different theoretical and philosophical positions and could be investigated by using most of the available methodologies and methods…" (Wellington et al, 2005, p. 99). The approach followed in this study is in full agreement with Wellington that the stance of a researcher determines his/her choice of research methodology. Researchers carry values, which influence the process of research they conduct. These values are governed by a given researcher‟s ontological and epistemological assumptions. Building upon these assumptions, researchers form a basic set of belief „paradigms‟ which guide decisions of research methods, procedures and processes. These paradigms do not only guide a researcher's direction towards the end of the research, but also influence their aims, design, methods of data collection, data analysis, and discursive explanation and finally the writing up of the research. These paradigms are defined according to Sikes (2004) as “a basic set of beliefs that guide action” (p.18).

Retrospectively, as a researcher, my positivist philosophical viewpoint gradually developed after completing a B.A. in Education, M.A. in Media Assisted Language Learning, in addition to a small-scale career-related research. Ontologically speaking, I believed in the existence of reality, which is governed by unchangeable natural laws incorporating external and independent constituents of the world. Theories are tested empirically in a controlled setting, to verify or falsify hypotheses through a process of experimentation. In previous experimental studies, I applied quantitative methodology as opposed to qualitative methodology.

In October 2009, I became engaged in the first assignment for the Doctorate for Education Programme at the University of Sheffield. From that point onward, I began to view educational research from a different perspective. At that stage, I

Page 92 developed a constructivist stance as opposed to the previously held positivist one. At this point of understanding, knowledge emerged as not only observable phenomenon, but also as a product of subjective beliefs, values, reasons and understanding. Thus, theories are revisable in terms of being built from multiple realities and shaped by socio-cultural contexts. Every researcher has to take into consideration a complex array of different variables in order to understand a particular phenomenon. This philosophical stance also encourages and lays the foundation for qualitative methodology in the current research. The main objective of this study was to investigate the perceptions of students and teachers at Sultan Qaboos University toward online distance learning. Although employing qualitative methods in this case study was initially decided upon as most appropriate for achieving research objectives, I was still partially inclined toward the positivist view, believing that knowledge can be described in a systematic way. It is beneficial to obtain the assurance of numerical representations for validating qualitative evidence. Therefore, to satisfy this paradigm, I decided to make use of a quantitative data collection method (surveys/ questionnaires) supplementary to the structured interviews.

This chapter discusses the methodology chosen to execute this study. An exploratory case study (Stake, 1995) was employed to understand the attitudes and views of the participants. The sampling included purposeful strategies in which data was collected through semi-structured interviews and online surveys. Multiple analytical techniques were applied to create meaning from the collected data. Finally, conclusions were reached and verified. In the following section, an overview of the qualitative and quantitative research methodology is presented followed by a focus on qualitative case studies. In addition the conceptual framework of the research study is presented.

Page 93 4. 1 Qualitative vs. Quantitative research

In educational research, the terms „quantitative‟ and „qualitative‟ are used to identify different attitudes toward research. McMillan and Schumacher (1989), Ary, et al (2006); Burgess (1985), and Denzin & Lincoln (1994) outline a few ontological and epistemological differences between qualitative and quantitative approach with respect to the following aspects:

1. Assumption about the world. Quantitative research is based on logical positivist philosophy, which assumes that there are social facts with objective reality, separated from the feelings and beliefs of individuals. Qualitative research, on the other hand, is based on naturalistic phenomenological philosophy, which assumes that multiple realities are socially constructed through individual and collective definitions of the situation (UOVS, 2014). 2. The purpose of the research. Quantitative research seeks to establish

relationships and explain causes of changes in measured social facts. Qualitative research is more concerned with the understanding of the social phenomenon from the participants‟ perspectives (UOVS, 2014).

3. Research methods and procedures. In qualitative research, a set of stages are followed by the researcher allowing for greater flexibility in both the methods and procedures utilized. The types of methods used in quantitative research are survey studies, verifications of hypotheses, statistical analysis and quantitative studies. On the other hand, methods in qualitative research are based upon unstructured observation, open interviewing and discourse analysis. These methods employ qualitative approaches.

4. Prototypical studies. The quantitative researcher employs experimental or correlation designs to reduce errors, bias, and extraneous variables. The prototypical qualitative study of ongoing events is vested in ethnography, which helps the reader understand multiple constructions of reality.

Page 94 5. Researcher‟s role. The quantitative researcher is detached from the study to avoid bias. Qualitative researchers become immersed in the situation and the phenomenon under study.

6. Importance of context in the study. Quantitative research attempts to establish universal context-free generalizations. However, in a qualitative case, the researcher believes that human actions are strongly influenced by the settings in which they occur. Thus, qualitative research develops context-bound generalizations.