Graham R. Gibbs

Bio: Graham R. Gibbs is an academic researcher from University of Huddersfield. The author has contributed to research in topics: Coding (social sciences) & Open educational resources. The author has an hindex of 16, co-authored 60 publications receiving 6326 citations.

Analyzing Qualitative Data

Abstract: The Nature of Qualitative Analysis Data Preparation Writing Thematic Coding and Categorizing Analysing Biographies and Narratives Comparative Analysis Analytic Quality and Ethics Getting Started with Computer Assisted Qualitative Data Analysis Searching and Other Analytic Activities Using Software Putting it All Together

Qualitative Data Analysis: Explorations With Nvivo

Abstract: Series editor's foreword - Acknowledgements - List of tables - List of step-by-step guides - Introduction - What is qualitative analysis? - Getting started with NVivo - Data preparation - Coding - Memos and attributes - Searching for text - Developing an analytic scheme - Three analytic styles - Visualizing the data - Communicating - Glossary - References - Index.

Analyzing Biographies and Narratives

Abstract: This chapter examines what the analysis of narratives, stories and biographies has added to qualitative research and looks at the sources and functions of narratives It examines the particular content and themes of life histories or biographies These general features are put into context for analysis by a set of practical approaches to analysis and by examination of an example narrative The chapter ends with a discussion of the structure of narratives

The Coding Manual for Qualitative Researchers

Abstract: An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

A Practical Iterative Framework for Qualitative Data Analysis

Abstract: The role of iteration in qualitative data analysis, not as a repetitive mechanical task but as a reflexive process, is key to sparking insight and developing meaning. In this paper the authors presents a simple framework for qualitative data analysis comprising three iterative questions. The authors developed it to analyze qualitative data and to engage with the process of continuous meaning-making and progressive focusing inherent to analysis processes. They briefly present the framework and locate it within a more general discussion on analytic reflexivity. They then highlight its usefulness, particularly for newer researchers, by showing practical applications of the framework in two very different studies.

The comparative effectiveness of web-based and classroom instruction: a meta-analysis

Abstract: Meta-analytic techniques were used to examine the effectiveness of Web-based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.