Proposal

Dissertation proposal submitted
 * What is the** //**Distance**// **in Distance Education?**

__**Glen Gatin Dissertation proposal**__
 * Proposal Table of Contents**
 * I. Introduction** **3**
 * II. Initial Research Setting 6**
 * III. Research Methodology** **6**
 * IV. Why Grounded Theory?** **7**
 * V.** **Elements of the Grounded Theory process** **8**
 * **A. Data Collection** **8**
 * 1. Interview Data Types 9**
 * 2. Data Analysis 10**
 * **B. Theoretical Sampling** **10**
 * **C. Core Variable** **11**
 * **D**. **Constant Comparative Analysis of Data** **11**
 * **E. Generating Codes from Data** **12**
 * 1. Open Coding** **13**
 * 2. Selective Coding** **14**
 * **F. Theoretical Code** **14**
 * **G. Integrating Codes** **15**
 * **H. Memoing 15**
 * 1. Reducing the Theory** **15**
 * 2. Sorting the Memos** **15**
 * **I. Writing up the Theory** **16**
 * VI. Summary 16**
 * VII. References and citations 17**

Social structures are erected to accomplish tasks and solve problems that exist in society. One of the main and recurring tasks is the need for societies to replicate themselves. Replication of society occurs as an informal process, although in modern societies, institutional practices have developed around the training and development of the next generation. University level study is seen as the epitome of formal education, however, access to higher education has been problematic for a variety of reasons, often related to status and wealth as much as geography and climate. Distance education (DE) is a set of strategies, typically technology mediated, intended to solve specific problems of access, but there appears to be a lack of clarity as to the nature of the problems and therefore uncertainty about the solutions applied.
 * I. INTRODUCTION**

The grounded theory method developed by Glaser and Strauss (Glaser and Strauss, 1967) will be used to analyze interviews and observations from learners, teachers, administrators, educational consultants, and others engaged in higher education by distance. Related documents, minutes of meetings, proceedings of conferences, various recordings, and online resources will also be analyzed to provide richer theoretical concepts. This evidence will be analyzed to reveal a theory, grounded in data, which will explain events occurring in the area of distance education and allow the predictions of future events. This theory will have relevance to contexts other than distance education.

All issues will be considered legitimate and the intent is not to moralize but to seek a theoretical perspective to aid in the design of solutions. This perspective will be of use to administrators and planners in designing programs allowing learners to participate in distance education. The theory thus developed will be of use to direct further research if necessary. More importantly, the theory will have explanatory and predictive power beyond the substantive area of Distance Education.

All effort will be made to avoid preconceptions in the analysis of the data. Consistent with the established practice of GT, I will not deny prior knowledge of this field and my personal and professional background and experience with distance education will be considered data and subjected to the same analysis as data from other sources.

By way of declaration, I will briefly outline my experiences with access to education. I have had many personal experiences with post secondary education in a number of institutions and through a variety of modalities. I took my first degree in the very traditional way, face-to-face, in a university setting. I was involved in a Psycho-pharmacology program, conducting quantitative scientific research, testing antidepressant medication by studying the responses of rats with electrodes implanted in the limbic centers of the brain. Post graduation, my desire to continue with higher education was severely restricted by lack of access to a university, as I lived and worked in a rural area. With the development of educational extension programs, I once again became engaged in higher learning. The Certificate of Vocational and Technical Education program was adapted to meet the needs of working professionals who wanted to acquire a teaching credential and, in part, it was offered in the evenings and in summer sessions. Still, I had to travel a great deal, and to study for my Education certificate I drove 400 km twice a week to attend lectures, through, often hazardous, Canadian prairie driving conditions. I did this for two and one half years as there was still the expectation that all students attend face-to-face classes. Email was becoming useful, word processors were common and I used both extensively. The use of the Internet was still developing and access in the rural center where I lived was strictly dial-up and very limited.

Computers and the Internet quickly developed into a major feature of higher education, and in my teaching practice I began to use IT more and more. I used computer based technology in contexts where it hadn’t been used previously and often had to work around various barriers and limitations, not the least of which was the reluctance of those who managed the institutional information and communication technology. Most recently, I have been employed as an administrator for a consortium of universities and colleges that deliver programs at a distance using ICT technology. I have been exploring and adapting web based applications to support professional development and to model alternative delivery mechanisms. I have also designed and delivered an experimental graduate studies course for the Faculty of Education titled ICT for Teachers.

The substantive area of interest is Distance education and the analysis will begin with the application of DE to higher education in the province of Manitoba, Canada. I will start by selecting initial interview candidates from students who have used Campus Manitoba, a distance education consortium. Campus Manitoba serves as a broker for Manitoba universities and colleges, distributing courses in learning centers located throughout rural Manitoba. Data will also be obtained from documents, web based resources, minutes of meetings, workshop proceedings and various other sources.
 * II. Initial Research Setting**

Classic GT is a "//general method of comparative analysis//" that has four central criteria: work (generality), relevance (understanding), fit (valid), and modifiability (control) (Glaser, 1978). //Fit// has to do with how closely concepts match the incidents they are representing, and this is related to how thoroughly the constant comparison of incidents to concepts was done. A //relevant// study deals with the real concern of participants, and captures the attention not only of academics but also of persons in the know, a knowledgeable layperson. The theory //works// when it explains how the problem is being solved with much variation. A //modifiable// theory can be altered when new relevant data is compared to existing data. Grounded theory is unique in the field of research in that it does not generate findings, but ideas (Glaser, 1978). Grounded theorists inductively create unique theories through constant comparative analysis. The word 'create' conjures up images of creativity and originality. According to Glaser and Strauss, “It does not take a genius to generate a useful grounded theory. It does take some codification of the method of doing it, as well as recognition of its legitimacy for student training and academic careers” (Glaser, 1978, p. 11).
 * III. Research Methodology** **[|1]**

One of the most persistent features of society is change and, in the case of web based communication methods, an unprecedented rate of change. Changes in society are reflected in the changes in education, particularly respecting the adoption of technology. There is a critical need for a cadre of scholar practitioners who have the ability to develop theories explaining the changes that are occurring in society to better guide policy and action. The Grounded Theory method (GTM) allows for the generation of explanatory theory which provides a "controllable theoretical foothold" (Glaser & Strauss, 1967) for action. Dr. Barney Glaser, one of the originators of the method, describes the purpose of generating grounded theory as providing the "man in the know" with substantive theories that allow him to control and understand his area of action, providing theoretical traction for action (Glaser 1978, p. 13). In the case of distance education, there is ample information about what is occurring, but less useful theory explaining why. Analyzing distance education by applying a classical grounded theory method will explain patterns to persons knowledgeable in this area and allow for the explanation of DE activities and prediction of future occurrences. In addition, the theory so developed will allow for further study of DE, if indicated, and the development of interventions and strategies to adapt and make accommodations for change.
 * IV. Why Grounded Theory?**

As described previously, grounded theories must have //fit//, that is, the theory must fit the codes and not be preconceived. The theory must also //work// and thus explain what is going on in the data. It must have //grab//; people from within and outside the field of study will see it as meaningful and engaging. It must be //relevant// to the participants involved in the study, that is, it should be research that is true to the experiences of those participants and should deal with the main concerns of those involved. A grounded theory is developed so it is //modifiable// and can be applied to many different situations (Glaser & Strauss, 1967) To accomplish these goals there is a definitive route that an analyst must follow from data collection to finished document. Glaser describes the route as an iterative process, as a series of "double back steps" (Glaser 1978, p 16.) The process begins with collection of research data, open coding of data using indicators, theoretical sampling, and generating copious memos. Core social psychological problems and processes begin to emerge. These core problems and processes become the basis for selective theoretical sampling, coding and additional memos. Eventually memos become saturated, that is, new data provides no new indicators. Memos are sorted into theoretical frameworks which allow for the first draft of the theory. The draft is reworked continuously to improve integration and conceptual density of the theory. The final stage is the manuscript prepared for publication.
 * V. Elements of the Grounded Theory process.**

A grounded theorist begins very differently from other forms of research in that the researcher enters the work with as few predetermined ideas as possible, to remain open to any and all concepts that may emerge from the data (Glaser, 1978). Grounded theory avoids a preconceived hypothesis, but focuses on an area of inquiry. One of the most exciting and creative aspects of grounded theory is the concept that “all is data.” I will use a variety of data sources including professional journals and literature, observations, casual conversations, and more formal interviews. In Grounded Theory, data collection and analysis occur simultaneously. Analysis of data from interviews will begin with the first interview and will continue as more interviews are conducted. The analysis directs the choice of the next interview subject. While the data collection logic is inductive, deductive processes are used to guide the selection of data for further comparisons. When using grounded theory, it is important to ignore the literature of theory and fact on the areas under study, in order to assure that the emergence of categories will not be contaminated by concepts more suited to other areas. (Glaser 1978) Ideas and statements culled from secondary sources via the literature review are not included until after a solid theory has been compiled. They are then added as footnotes in the final write up so they do not interfere with the reader's understanding of the theory. When collecting data through interviews, I will be using an intensive interview process beginning with a grand tour question, and an invitation to the interviewee to disclose their experience with Distance Education.[|2] My initial question will be "Will you please tell me about your experience with Distance Education?" This open-ended request will allow participants to speak to what most interests them. Probing questions and active listening techniques will be used to draw out more information and encourage interviewees to reflect at a deeper, more introspective level. Data for analysis will also be collected from the proceedings of various meetings, seminars, workshops and conferences related to DE. Ongoing constant comparative analysis will discern the categories and dimensions of the emerging concepts from all sources of data.
 * A. Data Collection**

As has been described above, data can take many forms, as “all is data” to a grounded theorist (Glaser 1978, p.8) Thus, it may take the form of interviews, pictures, documents, or observations. Likewise, data collected from interviews may be one of four types: //baseline, properline, interpreted,// and //vague// (Glaser, 1998)//.// //Baseline// data are the best possible data gathered from a trusting source. These data allow the use of the data at face value. //Properline// data are acquired from a source that lines or laces the data with what the participant thinks is proper, rather than what truly is. It is telling someone what s/he wants to hear. A third type is //interpreted data//, which are, as the name suggests, an interpretation on the subject. These data come as a result of the participant providing data through a lens that only s/he can imagine. The final type of data are //vague//, the result of the participant's “vaguing out” (Glaser, 1998, p. 9). This is a result of the participant not wanting to share something personal or confidential and thus, speaks in generalities. The most important concept to understand, when thinking about the four types mentioned above, is that they are all data to be analyzed. The fact that a participant has properlined or vagued out can be data that gives a researcher insight into a participant's perspective. It is important to recognize and name the various types of data. As stated above, the interview begins with a grand tour question, which is an open-ended question meant to stimulate a conversation or dialogue about the general area of interest. It is important to avoid “guiding” the interview by asking leading questions. Interviewees must be allowed to say what they want to say and on their terms. The interview begins with respondents that have had experience with the general topic represented by the grand tour question and who will provide data that will help to further understanding.
 * 1. Interview Data Types**

Grounded theory is distinct from other research methodologies in data collection and analysis. In grounded theory, analysis begins immediately after the first interview or first piece of data is collected. Further data sources are selected as theoretical elements begin to emerge - a technique known as theoretical sampling.
 * 2. Data Analysis**

Theoretical sampling is a way to sample, code and analyze data to allow for the observation of a theory as it emerges. Analysis of data begins during data collection rather than after the data has been collected. Theoretical sampling is directed by the emerging theory and directs the theory's further emergence (Glaser, 1998). Theoretical sampling deductively delimits the data and directs the selection of the next interview subject or document for data analysis, making connections between the core variable and its properties. Glaser warns against the hazards of worrisome accuracy, the tendency to miss the emerging theory as a consequence of obsessive attention to details in the data. The patterns are of interest rather than the descriptive details.
 * B. Theoretical Sampling**

The core variable is the “main theme of what is happening in the data” (Glaser, 1978, p. 94). To aid in discovering the core variable, the question is constantly asked, “What is this person working on?” There are several criteria to determine the accuracy of the core variable (Glaser, 1978, p. 95): • It must be central and account for the widest variation in a pattern of behavior. • It must reoccur frequently. It needs to appear throughout the data and as a pattern that is predominant in the coding. • It must have “clear and grabbing implications” for the theory. When the core variable is mentioned to the knowledgeable layperson, they can immediately see the implication.
 * C. Core Variable**

The intent of the constant comparative method of analysis is not to prove a hypothesis, but to generate a theory. The constant comparative method is not designed, as methods of quantitative analysis are, to guarantee that two analysts working independently with the same data will achieve the same results, it is designed to allow, with discipline, for some of the vagueness and flexibility that aid in the creative generation of theory (Glaser, 1978). Because the method is not designed to prove a hypothesis, it is not necessary to consider all data or attempt to validate with a given number of incidences, but in saturation of the data. Saturation is about finding as much variation as the categories produce, rather than one or a limited number of variables and variations in traditional research methods. The challenge of grounded theory lies in developing patience with the data, and allowing the theory to emerge. There are four steps in this method of analysis:
 * D. Constant Comparative Method of Data Analysis**
 * coding the data
 * integrating the codes and properties
 * reducing the theory
 * writing the theory

After each interview, the interviews will be transcribed word for word, and the work of generating codes will begin. Recording and transcribing interviews will only occur for the first few interviews.[|3] Codes are the foundation of the theory and one of the challenges of generating codes is to use names that create strong, but not preconceived, images for the reader. Many existing phrases conjure up images that may sway the reader to hook the image to something previously experienced. The perspective of readers outside and inside the fields of DE will help to generate the codes.
 * E. Generating Codes from Data**

“The essential relationship between data and theory is a conceptual code (Glaser, 1978, p.55) Coding helps to fracture the data so that patterns begin to emerge. There are some important considerations when coding. The data must be analyzed line by line (Glaser, 1978). Coding line by line keeps the analyst grounded in the data and reduces the possibility that their preconceptions or ideas from extant sources, such as previously read literature, might creep into the analysis. If the codes do not come from the data, they will not achieve fit, a defining factor of a plausible grounded theory. Another important consideration is the mindset with which one approaches the coding. Even though a researcher may have an opinion about the grand tour question, s/he must be careful not to look for things in the data that are not there and imagine codes. The data must speak for itself. These questions are constantly posed, “What is the data telling me?” and “What is actually happening in the data?” (Glaser, 1978) Consideration of these questions ensures that the data will earn its way into the theory through the coding.

As codes develop, there is a constant comparison of the codes from previous selections to current codes. It is through the comparison of codes that the latent patterns begin to emerge, theoretical properties begin to surface and the core variable becomes discernible. As theory emerges from the codes, ideas and concepts reoccur. When this happens, the data is said to be saturated, and selective coding begins to enable the data to find its true relation to the core variable (Glaser, 1978) The substantive codes generated from substantive coding give voice to the data and are used to conceptualize information gleaned during the research process. There are two types of substantive codes - open and selective.

Open coding is the first type of coding used in analysis and is a way to fracture the initial data and force the process beyond preconceptions. There are two ways to generate codes--by constructing them based on labels from the processes and behaviors to be explained, or by abstracting them from the data. The concepts abstracted from the data will tend to label behavior while the ideas generated by the researcher will explain it (Glaser & Strauss, 1967) Coding is a process that requires both disciplined actions and creativity. After completing open coding, patterns in the codes begin to appear and the process of coding becomes more selective.
 * 1. Open Coding**

Selective coding involves looking for specific open codes that have continually reappeared in previous data. When one code in particular seems to “cope with the data en toto”, coding centers on only that variable. This variable is called the core variable and will be the highest conceptual level. No other substantive concept in the theory will be equally abstract. Other coded variables are still considered, but as a subset and are less abstract than the core variable.
 * 2. Selective Coding**

When the core variable is determined, the focus of sampling and coding shifts. Further coding concentrates on the core variable and others that have a relationship to it, relating theoretical and substantive codes to each other and eventually to the core variable. Glaser (1978; 1998) compiled several families of codes that have been generated by theorists, and can be used when beginning to theoretically code. These families are in no way a complete list, as new codes continually emerge, but they provide a foundation with which to begin. One set of codes in particular, //the six C's// (causes, contexts, contingencies, consequences, co-variances and conditions) form the basis of many sociological theories, and should be considered when coding begins (Glaser, 1978). Under no circumstances are the emerging concepts forced to fit into predetermined categories.
 * F**. **Theoretical Codes**

The codes begin to integrate once open and selective coding has started. Connections among the codes and their properties are made and the comparison among incidences moves to comparison of properties. As these connections begin to emerge, they are written up in theoretical memos.
 * G. Integrating the Codes**

“The bedrock of theory generation. . .is the writing of theoretical memos” (Glaser, 1978). Writing memos begins as soon as coding commences. Memos provide an outlet for ideas, thoughts, and questions about what is being analyzed. Through the use of memoing, theoretical connections are made among the codes and the core variable (if it has been discovered). Various conceptual levels of theory are delineated and integrated “raise…(ing) the description to a theoretical level through the conceptual rendering of the material (Glaser 1978). Memos are a way for the analyst to begin connecting categories and examine their relationships, possibly using one or more of the coding families.
 * H. Memoing**

1. **Reducing the theory** Reducing the theory happens as the theory forms while sorting memos. Reducing the theory involves discovering underlying similarities and making connections and formulating or reformulating the theory with a smaller set of higher level concepts. Reducing the theory is important in that it helps to delimit the theory to larger concepts so that it will have generalizability and be applicable to many situations.

2. **Sorting the Memos** Sorting the memos generated from the coded data is the first step in beginning to form the theory. This step will help to alleviate any logical elaboration, as the memos are grounded in the data to earn their way into the theory. Each written memo is sorted by its relation to other memos and an outline begins to emerge. All memos find a place in the outline, though their importance to the theory may vary. “The smaller the amount of concepts that account for the greatest variation in substantive behavior resolving the main concern is the goal” (Glaser, 1998). The memos become the outline, and then the writer must merely connect and integrate the ideas together into a formal theory.

The final stage of a grounded theory study will be writing the theory. Writing the theory consists of combining the sorted memos and theoretical outline into a cohesive, comprehensive theory. The outline and the memos form the backbone for the writing. Integrated into the writing are examples from data and the literature for the purpose of supporting, illustrating, and/or expanding the theory. My manuscript will be submitted to complete the requirements of the Ed.D degree in the Fielding Graduate University school of Educational Leadership and Change.
 * I. Writing the Theory**

I propose to conduct an analysis in the substantive area of Distance Education using the grounded theory method. The analysis will result in an explanatory theory that will emerge from the collected data and serve to provide a theoretical foothold to control and understand the core processes and problems in this field. The theory thus developed will have the requisite fit and grab to appeal to the knowledgeable layperson in the field of distance education. Further, the theory will be relevant beyond the substantive field and will be modifiable to accommodate new data.
 * VI. Summary**