![]() Once you have completed a few passes and started noticing commonalities, you might begin focused coding. As you do, it is likely that you’ll begin to see some commonalities across the categories or themes that you’ve jotted down. Open coding will probably require multiple rounds, which means that you will probably read through all your transcripts multiple times. You may have even noted some ideas for coding in your field notes or journal entries. It’s called open coding because you must keep an open mind throughout the process. At this stage, it is important to avoid allowing your original research question or tentative hypotheses to cloud your ability to see categories or themes. This means that you read through each transcript, line by line, and make a note of whatever categories or themes jump out to you. To analyze qualitative data, one can begin by open coding transcripts. Esterberg suggests that there are two types of coding: open coding and focused coding. Qualitative researcher and textbook author Kristin Esterberg (2002) describes coding as a multistage process. Coding involves identifying themes across qualitative data by reading and rereading (and rereading again) transcripts until the researcher has a clear idea about what themes emerge. ![]() The process of identifying codes in one’s qualitative data is often referred to as coding. In this usage, the word code is a noun but it can also be a verb. A code is a shorthand representation of some more complex set of issues or ideas. ![]() To move from the specific observations a researcher collects to identifying patterns across those observations, qualitative researchers will often begin by reading through transcripts and trying to identify codes. Analysis of qualitative data often works inductively (Glaser & Strauss, 1967 Charmaz, 2006). The goal of qualitative data analysis is to reach some inferences, lessons, or conclusions by condensing large amounts of data into relatively smaller, more manageable bits of understandable information. Unless you write them down in your field notes or include them in your transcript, those details cannot inform your analysis. These nonverbals speak volumes about participants’ feelings. Participants might roll their eyes, wipe tears from their face, and even make obscene gestures. ![]() If the researcher who conducted the interview or focus group transcribes it themselves, then they will also be able to make a note of nonverbal behaviors and interactions that may be relevant to analysis but that could not be picked up by audio recording. I never cease to be amazed by the things I recall from an interview or focus group when I transcribe it myself. If you have the time (or if you lack the resources to hire others), I think it is best to transcribe your qualitative data yourself. These are difficult to capture via audio, so it is important to have a note-taker in focus groups and to write useful field notes during interviews. Gestures made by participants should be noted, as should the tone of voice and notes about when, where, and how spoken words may have been emphasized by participants. If possible, it is also best to include nonverbals in a transcript. In general, it is best to aim for a verbatim transcript, one that reports word for word exactly what was said in the recording. Researchers create a complete, written copy, or transcript, of the recording by playing it back and typing in each word that is spoken, noting who spoke which words. Transcribing audio recordings is usually the first step toward analyzing qualitative data. Obtaining these transcripts requires having either taken exceptionally good notes or, preferably, having recorded the interview or focus group and then transcribed it. Identify and describe the two types of coding in qualitative researchĪnalysis of qualitative data typically begins with a set of transcripts of the interviews or focus groups conducted.Describe how to transcribe qualitative data.
0 Comments
Leave a Reply. |