Reflexivity – the concept of reflections and my own influences and interpretations as a researcher

Although reflexivity has various definitions, it can generally mean the researcher should be self-critical as well as self-aware in making sure that the researcher’s own experience does not influence or bias the research (Nurse Researcher 2006). Reflexivity can also be considered on a continuum. Denzin and Lincoln (1998) refer to this as the third stage of qualitative research. This put emphasis on the researcher’s presence as interpretations can arise. In addition, the first type of reflexivity uses a positivist influence, while sustaining objectivity (Denzin and Lincoln 1998). The use of ‘bracketing’ for example tries to uphold all biases about the phenomenon being researched prior to collecting data. A seventh moment of qualitative research considers a human science perspective of inter-subjectivity where boundaries between the researcher and those being researched are minimised (Denzin and Lincoln 2000).

My background studies were in Information and Communications and Technologies and Display Technology. These disciplines used for the most part quantitative approaches. However, human factors and interface technology design elements were also studied within both disciplines which used qualitative approaches to identify requirements and draw up specifications. My part time work allowed me to gain valuable verbal communication experience

136 in conversing with people. In addition, smaller team group projects also allowed communication to be developed to enable effective working and produce optimum outcomes. My own communication developed as a result of interviewing and carrying out focus groups with those taking part in the research.

My approach during the interviews, focus groups and research diaries was to compliment, encourage, and support the older people who took part in the research and subsequent data collection methods. I maintained a neutral and bias free approach throughout. While an informal and friendly approach was used, it was important to keep the discussions on topic, which meant intervention where necessary. Rapport and consensus about certain topics were encouraged, as were disagreements. With the qualitative analysis, I also utilised a coding approach which involved counting the number of instances, assigning them in ranked order for frequency comparisons. This aimed to minimise bias which can arise from a framework approach to analysing data.

With the quantitative surveys, I designed them to be coherent and accessible by providing an introductory cover explaining what the research was about, and why the respondent was of considerable importance to the context of the study. The Age UK lunch clubs were also contacted via telephone prior to the distribution of the questionnaires. It was important to address two key factors:

How the older adults would contribute to the research and the benefits they would gain as a result of partaking in the research.

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3.17 Conclusions

The aim of the mixed methods methodology was to understand how older adults learned to use ICTs and were engaged with them, new learning and support mechanisms to be utilised as well as to formulate a framework of effective learning strategies in relation to older adult learning and ICTs. A triangulation method was employed in which different questions within the interviews, focus groups, cultural probe workshops and surveys were used to answer each of the research objectives and subsequent aim of the research as well as to maximise validity. This was considered a flexible approach, rather than, for example formulating all questions that answer objective 1 in two data collection methods, and all questions that answer objective 2 in two entirely different data collection methods. The mixed methods approach also allowed for findings to be reinforced and tested. It was an effective methodology in providing detailed and in-depth knowledge and understanding between ‘older adult’ learning and ICTs. A key reason why the mixed methods approach was chosen to supplement shortcomings in the various individual data collection methods. Where one data collection method had drawbacks of a particular nature, these shortcomings were supplemented by the advantages of another data collection method. For example, the structured nature of the questionnaire did not allow the respondents to explore other topics in relation to those being probed. To counter this, a focus group would allow the members of the group to explore and discuss other related topics. The

138 methodology comprised unstructured (e.g. the focus groups) and structured (e.g. the semi-structured interviews and surveys) methods.

One of the most challenging aspects of the research process was the recruitment of participants. It was about inviting older people, yet obtaining their trust and understanding throughout the data collection process too.

Most of the participants were members of the Nottingham Elders Forum, and most of the interviews, cultural probe workshops and focus groups were conducted there. This was advantageous in that the participants had familiarity with the surroundings and people, so could enhance the validity of the findings.

Unfortunately some members dominated the focus groups, even though all members were encouraged to provide their input. However, the mixed methodology was in itself dominated by an independent approach to data collection. In other words, most of it involved either the participant completing a survey or partaking in an interview or workshop independently. Another challenging aspect of the research was recruiting participants to achieve the requirements of a particular sampling frame. In other words, it was challenging in selecting participants who were female, who used ICTs and whose age resided in a particular age category (e.g. 50 to 59). The target population for the recruitment was those aged 50 and over. Although the Nottingham Elders Forum was essential to the success of this research, there were limits in terms of participant availability. For example, the third focus group about virtual technologies comprised just two participants. Although rich views of fewer participants' were obtained, which gave a detailed understanding of fewer

139 people and therefore focus, it was limited in considering other participants’

perspectives too. The attendance was also based upon organisation. The lady who ran the Nottingham Elders Forum kindly emailed and telephoned members inviting them to take part in any interviews and focus groups that were run. This was therefore key to successfully completing the data collection methods. All those involved in the research (e.g. the older adult volunteers) considered it useful and that it reflected and evaluated their current methods as well as considering new ones. The next chapter represents the qualitative analyses and interpretations from the interviews, focus groups and research diaries.

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4. The qualitative analyses and interpretations from the