Abstract

Qualitative data is often overlooked when judging the success or failure of a web-based project, but can be a valuable resource in evaluating the potential needs and experiences of the participants. Research has determined that the use of both qualitative and quantitative data as an analysis tool to determine the success or failure of a venture provides a holistic look that provides insights that may not have been obvious in a quantitative only type evaluation. This paper will analyze the use of qualitative data to determine the benefit of a teacher oriented web-based project. The participants, who were upper level elementary, middle and high school teachers, participated in the web project in one of two ways. One, by attending a three-hour workshop in which they were introduced to the online project and instructed in its use. Secondly, they could participate online, by completing a registration form and receiving a password that allowed them to access a web tutorial as an introduction to the project. The purpose of this analysis is to determine if and to what extent peer-to-peer interaction and face-to-face interaction with a workshop leader affects the involvement and participation in a teacher oriented web-based project.

Citation

Cleveland, A.A. & Park, J. (2001). Qualitative Data Analysis to Ascertain the Benefits of a Web-Based, Teacher Oriented Project. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1072-1074). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 5, 2023 from https://www.learntechlib.org/primary/p/16873/.

Keywords

• Evaluation
• Interaction
• middle school
• Middle School Education
• Teachers