According to Charmaz (2014) grounded theory methods are a set of “systematic, yet flexible guidelines for collecting and analyzing qualitative data to construct theory from the data
themselves. Thus, researchers construct a theory ‘grounded’ in their data.” (p. 1). These data are constructed through observations, interactions, and gathered materials, which are systematically examined, coded, and categorized to generate an “analytical product rather than a purely
descriptive account. Theory development is the goal” (Hood, 2007, p. 154).
The process to analyze data using grounded theory methods involves coding and categorizing the data to find patterns, using memo writing and theoretical sampling as a part of the process. To help with this endeavor, we used the QSR NVivo 11 software, which allows to import and code multimodal sources of data such as the mind maps and interaction videos from our study. The following subsections describe the steps taken to perform the initial, focused, and theoretical coding.
6.5.1 Initial Coding
The initial coding in grounded theory helps researchers start to make sense of the data (Charmaz, 2014). In this research, coding started by looking for actions rather than themes, thus, using gerunds to label observable actions performed by participants in the activity. Using the comparative method of grounded theory, researchers looked at each instance in mind map construction, paying attention to newly emerging actions, as well as patterns that repeated from instance to instance. It is important at this point to remark that the initial coding stage was completed using only data from Cases 1 and 2. The reason behind this selection was to allow researchers to later conduct theoretical sampling using data from a new case (Case 3) 2. As a trail of evidence, Appendix F shows all initial codes and frequencies, as generated in the initial coding stage. For a thorough description of each code, the reader may refer to Appendix G.
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In constructivist grounded theory, data collection and analysis are conducted simultaneously in an iterative process (Charmaz, 2014). This involves going back to the field to seek pertinent data after an emerging theory has been drafted (theoretical sampling). This allows researchers to elaborate and refine the categories that constitute the theory. When using digital data, which is previously stored and readily available, going back to the field for pertinent data is not possible, so the theoretical sampling needs to adjust to this circumstance (Whiteside, Mills, & Mccalman, 2012). We achieved this by coding and analyzing a subset of the data (Cases 1 and 2), gain a sense of the emerging theory, and then theoretically sample using the rest of the data available (Case 3).
6.5.2 Focused Coding
During and after the initial coding, the researchers engaged in some focused coding. It is possible to note in Appendix F that some codes were grouped into some early categories. This grouping helped us define more relevant codes and facilitated subsequent coding. Once the initial coding was finished, we looked deeper into our codes, codes descriptions and data references to further group our initial codes into focused ones. This process is known as focused coding (Charmaz, 2014) or selective coding (Glaser & Strauss, 1967). At the end of this stage, four broad categories emerged: building concepts, developing discourse, developing leadership, and expression variations. Table 9 shows the four categories and its composition into initial codes.
Table 9: Focused and initial codes
Focused Codes Initial Codes
Building Concepts Introducing a topic, Building on topics, Making connections Developing Discourse Commenting, Asking questions, Referring to class activities and
resources, Sharing life experiences
Developing Leadership Building a base, Filling the blanks, Leaving blanks, Giving directions, Grouping topics, Highlighting, Making aesthetic decisions, Resolving issues, Leadership Obstacles (Ignoring initial plan, Contributing on the deadline).
Expression Variations Collaborating in real time, Using descriptions, Using images, Using chat, Using videos.
6.5.3 Theoretical Coding
Theoretical coding is the stage where the grounded theory is built in terms of relating the codes and categories and generating (or raising) a core theme or category (Charmaz 2014). In this process, we used theoretical memos and integrative diagrams to establish relationships between our codes. Theoretical memos were written during the initial and focused coding stages, and in the theoretical coding stage they were analyzed and related to our focused codes. They also helped merge some codes and identify which of our categories (Building Concepts) could relate to all other codes, raising it to core category.
The second tool that helped us determine relationships between codes was the integrative diagram. We created integrative diagrams to relate nodes in each category, and then a larger
diagram relating all four categories. Figure 27 shows our main integrative diagram created using Nvivo. Finally, with an emerging theory taking shape, we developed theoretical sampling, a process through which we tested our codes and categories with new data (Case 3), further refining their conceptualization and integration.
Figure 27. Integrative diagram showing the relationships between our codes and categories. Created using Nvivo.
We solidified the theory by naming it Knowledge building through mind mapping, which originated from the core category Building Concepts. Using the theoretical memos and
integrative diagrams developed through the coding process, we created a narrative account of the theory, which includes the constructs: (1) Stages of knowledge building through mind mapping,
(2) Results of knowledge building through mind mapping, and (3) Expression variations in knowledge building through mind mapping.