The dual-perspective approach of this study pragmatically accommodates a theoretically based description of a framework for ad hoc mobile technology-enhanced learning (Chapter 3) augmented by an empirically determined exploration in Chapter 4.
The moderate constructionist strategy of the study summarised as Figure 1.2 was adapted from Järvensivu and Törnroos (2010) and is detailed further in Section 2.3.1 as part of Chapter 2. It demonstrates in Chapter 2 that the study is underpinned firstly by a radical structuralist paradigm where I aim to provide a situated and exact description (Cronjé, 2016). In Chapter 3, a systematic literature review delivers descriptions of the framework gleaned from literature sources, providing secondary theoretical data from which the initial set of framework guidelines emerged during qualitative analysis.
Mishra and Koehler (2006:1017) observe “…research in the area of educational technology has often been critiqued for a lack of theoretical grounding …”. The design of this study takes cognisance of this comment as it offers an initial theoretical foundation (Chapter 3), later augmented by empirical findings (Chapter 4). The research methods listed here are detailed in Chapter 2.
1.4.1 Theoretical perspectives – a systematic literature review
A systematic literature review was conducted as it offered the opportunity to provide a rigorous, structured and multi-dimensional artefact that would provide a sound theoretical platform for the study (Moher et al., 2009; Okoli & Schabram, 2010; Alrasheedi et al., 2015; Wong et al., 2015). It comprised journal and peer-reviewed conference papers, books and e-articles published between 2009 and 2016. Chapter 3 outlines the findings of the review.
1.4.2 Empirical perspectives – an exploratory case study
The systematic literature review reported in Section 1.6.1 was supplemented by a cross-sectional empirical data-collection design comprising three focused stages with a total of six separate studies conducted between 2014 and 2015. Chapter 4 reports findings of an exploratory, single-case design with a single unit of analysis, namely the case itself. This chapter adopts a radical humanist perspective where I explore options and possibilities as an anti-positivist explorer (Cronjé, 2016). This approach overcomes the issue highlighted by the 4-quadrant matrix proposed by Roode (1993) who suggests research may not simultaneously involve more than one of the four quadrants of research defined as: Q I to describe, Q II to develop, Q III to interpret and Q IV to explore.
The case study provided the strategy for a ‘slice-in-time’ platform and opportunity for the gathering of sufficient rich and thick data (Creswell, 2014) to address the research questions of the study. The qualitative research design sought to understand educational phenomena in an architectural technology discipline, mediated socially and informally by emerging mobile technologies. In accordance with a case study strategy, a case study protocol was developed (Yin, 2014) and served to guide the empirical component of the research design.
The study focused neither on communities of practice nor the establishment of a controlled m-learning project, implemented in higher education contexts. Contrarily, the study was conducted in a natural context of use and aligns with the view of Dahlbom and Mathiassen (1993:225) who advise the approach will:
For the purposes of this study, a combination of views outlined the concept ‘case study’ as a multi-method approach to data collection (Robson & McCartan, 2016) delineating the empirical aspect of the thesis. It provided an opportunity to explore the ad hoc use of mobile technologies in a specific higher education context (Yin, 2014), characterised as a complex and contemporary phenomenon (Runeson & Höst, 2009) with shifting and indistinct boundaries. A small and focused group of higher education stakeholders drawn from a single faculty in a natural context of use (Benbasat et al., 1987) constituted a non-probabilistic sample of convenience (Oates, 2006).
Empirical data was collected during interviews and from the administration of customised questionnaires among a group of stakeholders, including the following:
• Faculty head – the dean responsible for departments constituting the faculty; • Faculty academics – a select group of departmental educators;
• Domain expert – a senior academic with expertise in both architecture education and emerging technologies domains;
• Architecture lecturers – all academics responsible for a part-time, distance-learning programme delivered as a blended-learning model; and
• Architecture students – an entire cohort of enrolees in the part-time architectural technology programme.
The questionnaire instruments comprised Likert-type, matrix-like and open-ended questions. Qualitative analysis via ATLAS.ti V8.0 of literature sources and empirically determined feedback led to a theoretically based codebook.
Table 1.3 illustrates the multi-method data-collection approach designed for the study, encompassing purposefully selected data sources.
Table 1.3: Summary of the research design
Phase Study and method Focus
1: Preamble
1.1: Domain expert – unstructured interview Rapport
1.2: Institutional repository – document analysis Context
1.3: Faculty academics – questionnaire surveys Exploration
2: Cohort 2.1: Architecture students – questionnaire surveys Collection
3: Faculty 3.1: Architecture lecturers – questionnaire surveys Investigation
The research strategy was conducted in a natural context of use, resonating with Wright and Parchoma (2011:255-256) who recommend:
…studying mobile learning in authentic, situated practice rather than in settings and with technologies selected and controlled by the researcher … rather than seeking to set up and control for the device, situations and practices and connect them via ‘affordances’.
Methodological issues associated with case study research include quality and trustworthiness (Lincoln & Guba, 1985), rigour (Yin, 2014), and unwieldy volumes of data and implementation difficulties (Robson & McCartan, 2016). To counter these issues, the strategy incorporated triangulation (Cohen et al., 2007), ensured rich and thick descriptions, demonstrated reflexivity (Creswell, 2014) and crystallisation (Ellingson, 2009). The synthesis of emergent themes emphasised resonance in preference to statistical generalisation (Lincoln & Guba, 2002). M-learning interventions were not implemented. Rather, the study explored a natural context of use of mobile technology.
1.4.3 Data collection
Besides the systematic literature review undertaken to collect secondary data, the research design incorporated multiple data-collection methods such as interviews with faculty stakeholders, document analysis and questionnaire surveys. These empirical methods aimed to gather rich and thick primary data in digital format (Oates, 2006:37).
Custom-designed questionnaires were administered digitally among academics, lecturers and students. Questionnaire content comprised six logically structured sections of questions determined by preliminary and systematic literature reviews (Cohen et al., 2007). Sections included: 1 Context, 2 Usage, 3 Experiences, 4 Expectations, 5 Networks, 6 Technology and Education. Instruments comprised demographic, Likert-type and matrix-like questions and open-ended questions. Anonymity, confidentiality and the right to withdraw at any time was guaranteed (Oates, 2006). Ethical consent granted permission to collect data, assuring institutional ethical clearance prerequisites were met.
A non-probabilistic and purposive sample of convenience incorporated the faculty head, faculty academics, a domain expert, a cohort of part-time architecture students and all architecture lecturers associated with the programme. Suppliers of the customised institutional learning portal, administrators and employers of student respondents were excluded.
contactable. Additionally, in accordance with ethical clearance conditions, links to online questionnaires were distributed by the domain expert. These logistical complexities obviated data collection by interview.
In accordance with Lincoln and Guba (1985), qualitative research may incorporate quantitative methods such as survey questionnaires classically allocated to quantitative studies. It was thus deemed expedient to collect data digitally via customised, Internet-based questionnaires, designed to emulate semi-structured interviews. Analysis of digital documents stored in an institutional repository1 provided opportunities for familiarisation with the architectural technology programme.
1.4.4 Researcher as a primary data source
Malterud (2001:483-484) indicates:
A researcher's background and position will affect what they choose to investigate, the angle of investigation, the methods judged most adequate for this purpose, the findings considered most appropriate, and the framing and communication of conclusions.
The researcher’s voice and presence have the potential to influence research design and methods, analysis techniques, reported findings, and proposal of emergent themes. In the qualitative study, I contributed to the study as a primary data source. For these reasons, bias is possible owing to subjective involvement. Each chapter closes with a section titled ‘crystallisation’ that serves as a reflection space.
1.4.5 Analysis and interpretation of results
Recorded and transcribed interview conversations provided snippets in readiness for qualitative data analysis. Questionnaire data was collected digitally, downloaded in Microsoft Excel format and anonymised to maintain confidentiality. Qualitative data from interviews and questionnaire sources was cleaned and open-coded in readiness for analysis using ATLAS.ti V8.0. Data was retained in Google Drive folders and files enabling thematic analysis, basic descriptive statistics and chart preparation.
1.4.6 Trustworthiness
Steps to ensure trustworthiness (Lincoln & Guba, 1985) are informed by the inclusion of techniques, described in Chapter 2, to improve credibility (Section 2.8.1), transferability (Section 2.8.2), dependability (Section 2.8.3)
and confirmability (Section 2.8.4). Applied techniques such as triangulation, member-checking, thick descriptions, an external audit, reflection and crystallisation contributed to trustworthiness.
1.4.7 Ethical considerations
Requisite institutional ethical clearance permitted data collection while ethical consent documentation administered among respondents assured anonymity, confidentiality, and the right to withdraw.