Jacobs S 1

Investigating Contemporary Issues of Diversity and Inclusion in the technology-enabled

Learning Environment
Shabera S. Jacobs
The University of the West Indies: Open Campus

EDRS8920 - Designing Qualitative Research Projects

Professor: Dr. Denise Peart / Dr.Winsome Whyte-Williams

March 31, 2023

 Jacobs S 2

Table of Contents

Table of Contents.............................................................................................................................2
Research problem and Significance of the study.............................................................................4
Central Research Question..........................................................................................................4
Data Collection and Coding.............................................................................................................5
Data Analysis...............................................................................................................................6
Issues of Reliability and Validity....................................................................................................9
Results Presentation.......................................................................................................................10
Annotated Bibliography.................................................................................................................11
Conclusion.....................................................................................................................................19
References......................................................................................................................................20
 Jacobs S 3

Throughout the years of lecturing in accounting and engaging with students in a diverse

learning environment at the tertiary level in Antigua, there have been numerous occurrences

which signified the need to address the contemporary issues of diversity and inclusion in a

technology-enabled learning environment. In this paper, nine articles have been annotated based

on three different qualitative research methods in regards to diversity and inclusion. Narrative

inquiry, phenomenology and case study articles in regards to the topic were reviewed and

annotated within this paper. The reviewed articles facilitated the intended structure and process

of a proposed case study research on the topic of diversity and inclusive education. The reviewed

articles informed the development of the research questions and data collection method. While

all the articles facilitated the research topic and objectives to an extent, the case study articles

were more applicable to the diversity and inclusion topic. In one of the case studies which were

reviewed, Peck et al. (2018), Collins et al. (2019) and Bartz & Bartz (2018) highlighted inclusive

strategies such as Universal Design for Learning and also documented practical

recommendations to create and improve inclusive education. In this paper, the author details the

data collection, data analysis, interpretation and report processes of qualitative research using

QDA Miner. The tables and images illustrated in this paper, except for the research instrument,

are meant to only depict the capabilities of QDA Miner.

 Jacobs S 4

Research problem and Significance of the study

Every student should be afforded the opportunity to excel in the teaching and learning

environment. Various factors such as the increase of technology-enabled lessons and increased

diversity in the classrooms have contributed to the contemporary issues of diversity and

inclusion in the learning environment. Being a facilitator in a diverse technology-enabled

learning environment, there has been evidence of students with motor skills challenges, dyslexia,

hearing impairment, cultural and other variabilities. The awareness of these challenges faced by

individual students also highlighted the need to ensure that the learning environment, curriculum

design and instructional development are inclusive. It is necessary to investigate the

contemporary issues of diversity and inclusion in the learning environment. Experiencing

diversity and the need for inclusive education propelled the researcher to find ways to contribute

to inclusive education. The primary aim of this case study is to provide practical

recommendations to improve inclusive education at the tertiary level.

Central Research Question

In completing this paper, the nine articles in regards to diversity and inclusion which

were annotated, facilitated the development of the research questions. The research questions

were objectively developed to contextually describe the existing phenomenon, to evaluate

existing inclusive education strategies and to generate new ideas for the development of practical

inclusive education solutions. The central research question is: What strategies can be employed

to improve or create an inclusive online learning environment in a tertiary institution? Case study

is appropriate for this research topic as case studies seek to explore and highlight contemporary

cases such as diversity and inclusion through focused questions.

 Jacobs S 5

Data Collection and Coding

For this case study, data will be collected via semi-structured interviews with students

and staff. A document analysis would also be completed in an effort to obtain data from policies

and other documents. Each interview should last approximately 35 minutes and will be digitally

recorded using a phone, and transcribed with Otter.ai. Questions for the semi-structured

interviews will be developed using a question guide to ensure consistency, as suggested by

Collins et al.,(2019). Figure 1 depicts an abbreviated example of the interview instrument which

may be used for the research.

Figure 1

Abbreviated Data Collection Instrument.

Contemporary Issues of Diversity and Inclusion Interview questions Guide

Perspective on Diversity and Inclusion

1. Tell me about your experience in managing a diverse classroom

2. How would you compare what inclusion should look like in the classroom with what is

actually looks like based on your experience?

3. What are some challenges that you have experienced in the diverse learning

environment?

4. How would you describe the diversity that exist in your institution?

Institutional policy/support

5. Tell me about any support in regards to diversity and inclusion which you have received

from the institution.

Concluding Question

6. Based on our discussion, what changes would you recommend to improve inclusive

education in your institution?

 Jacobs S 6

The interview transcript will be uploaded in QDA Miner. The data will be coded and the themes

generated with the assistance of QDA Miner.

Data Analysis

The Interpretative Phenomenological Analysis (IPA) process which may be used to

analyze case studies by navigating the research process from participants’ perspective through to

interpretation of the data according to (Alase, 2017), will be adopted for this study. After the

data collection process, the next step in qualitative data analysis is coding the data. The

transcripts will be uploaded in QDA Miner and emergent as well as predetermined codes will be

manually assigned by creating the text segments in each document. Where uncertainty exists in

regards to where to code, the segments will be categorized accordingly and then further

investigated after the coding process to determine whether any further codes have emerged. For

consistency in the coding process in regards to the meaning of codes a data dictionary will be

generated to assist with the coding process and to provide rationale and evidence in support of

the credibility of the research. After the coding process, QDA Miner will be used to facilitate the

evaluation of the codes by using the coding frequency function. The results will be displayed in a

table or tree format and the themes will be developed in an effort to evaluate the robustness of

the content.

It is necessary for researchers to illustrate a clear process of developing the themes. As a

result, I will evaluate the similarities and differences among the coded segments by looking for

similar patterns in the responses to develop the themes which will be interpreted by

formulating statements for each theme based on the patterns. Table 1 is an extract depicting how

themes were developed using QDA Miner for previous research. Additionally, figure 2 is an

example of an image which was created using WordStat which may be used to highlight the
 Jacobs S 7

keywords in the document based on the retrieved segments and the results can be compared with

the themes to determine whether adjustments should be made. This data analysis process is based

on the principles of IPA. QDA Miner can be used to generate reports in various formats.

Table 1

Theme Table
Coding and Theme Table

Text Codes   Themes Interpretation

When is integrating Online Technology Technology Technology integration

technology for teaching Learning integration is integration depends on the context

and learning appropriate or circumstances and

appropriate? when should be fit for

purpose

The benefits of an online Online contextually    

teaching and learning Learning

approach, particularly

blended delivery, can be

many provided that the

introduction of a

technology is

contextually appropriate.

Note: An example of how the research themes can be developed

It is important to demonstrate a high degree of integrity when conducting qualitative

research due to the subjective nature of the methodology. One of the most significant elements in

ensuring the integrity of the study is to provide evidence of trustworthiness in regards to

 Jacobs S 8

reliability and validity. To ensure the reliability and validity of the research findings, the data

will be triangulated by conducting interviews with educators, students and administrative staff.

To promote trustworthiness, the participants will be asked to review the transcripts prior to

uploading in QDA Miner. I will attempt to conduct data collection and analysis concurrently in

an effort to achieve data saturation as in the study of Collins et al., (2019), where interviews

continued until evidence-to-data saturation was reached. The researcher will keep an audit trail

with data collection and decisions taken throughout the research.

Figure 2

WordStat Image

Note: An Example of an image created using WordStat embedded in QDA Miner

 Jacobs S 9

Issues of Reliability and Validity

Qualitative research requires the researcher’s interpretation and is therefore usually

highly subjective. According to Rose & Johnson (2020), reliability refers to the consistency of

the methods and process employed in conducting a qualitative research and validity refers to the

accuracy of the findings and whether the findings answered the research questions. Rose &

Johnson (2020) argued that subjectivity and reflexivity are significant reliability concerns which

query the replicability of a research project and that it is improbable that other researchers will

arrive at the same results where subjectivity and reflexivity are integrated in the research.

However, Rose & Johnson (2020) also posited that subjectivity and reflexivity may promote the

understanding, engagement, and nuance which may facilitate comprehension of a phenomenon

and reliability may be attained through various uniformities which validate a study’s rigour.

On the other hand, according to Rose & Johnson (2020), researchers who function from

critical, post-structural, and similar epistemologies are usually unconvinced of reliability and

validity and doubt whether the concepts are applicable. Another possible concern is lack of

communication where more than one researcher is involved in the research. This challenge can

be circumvented by documenting meetings and cross-checking codes and other documentations

however. Finally, it is also important for the researcher to bracket personal experiences from the

experiences shared by the participants.

Jacobs S 10

Results Presentation

QDA Miner has the capability to display results in a variety of document file formats.

The analysis results for the proposed case study on inclusion and diversity will be presented by

using worded description as well as tables, graphs and charts as in figure 3 to illustrate results in

regards to the frequency of themes, emerging themes and probable relationship among themes

prior to interpretation of the findings. QDA Miner features such as the frequency tables as

illustrated in table 2, may be used to support summarizing the data. Additionally, the graphs and

charts function in QDA Miner can be used to facilitate data interpretation by depicting

relationships among the themes.

Table 2

Frequency Table

Note: Example of a Frequency Table generated using QDA Miner

Figure 3

Distribution of codes (Frequency) Pie chart

Note: An example of a pie chart created using QDA Miner

Jacobs S 11

Annotated Bibliography

Abawi, L.-A., Bauman-Buffone, C., Pineda-Báez, C., & Carter, S. (2018). The Rhetoric and

Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived

Experiences. Education sciences, 8(2), 55.

This article is a phenomenological study which presents the findings of a cross-cultural

research of inclusive academic leadership practices in Australia, Canada, and Colombia.

According to the authors, the schools were each selected by district leaders who

identified them as inclusive of students with diverse needs. The researchers collected data

from school leaders and faculty via semi-structured interviews and each researcher also

documented results from observing the environment. Filters were applied to the data to

facilitate the researchers’ focus and effectively highlight researcher bias which according

to the authors, usually underpin a phenomenological study. In an effort to facilitate the

validity of the research, the researchers collaborated to develop the semi-structured

interview questions, made constant comparisons and shared insights. The primary

research question sought to be answered was: What socio-cultural understandings of

leadership enactment, focused on establishing and maintaining an inclusive school

culture, are gained from exploring the lived experiences of those working in a basic

education context in each of the following countries: Australia, Canada and Colombia?

The dominant theme which emerged in regards to all the schools was: journey to

inclusive school practice. The authors highlighted that inclusive schooling in the selected

countries is a continuing process, as oppose to a single event. For most educators, the

idea of full inclusion is an unattainable ideal given the present resourcing and teacher
Jacobs S 12

training. The actions taken by the researchers to ensure validity provided meaningful

information to facilitate the semi-structured interview process for this research.

Bartz, J., & Bartz, T. (2018). Recognizing and Acknowledging Worldview Diversity in the

Inclusive Classroom. Education Sciences, 8(196), 1-13.

This article presents a case study which highlighted the possibilities of employing

inclusive methods and educational concepts such as: Universal Design for learning;

Learning in the Presence of the Other; and Reflexive Inclusion for inclusive worldview

education. The foundational research problem stemmed from the global movement of

learners from diverse backgrounds with diverse beliefs into the German education system

and the need to establish inclusive education as a result. One of the central questions of

the research was: How can we manage diversity in inclusive classroom settings in

general, and specifically: how can we do so with regard to worldview diversity? The

researchers analyzed project reports of 11th grade learners and a large database of

reference texts in regards to the research topic to gather data for the case study. The case

study approach used innovative language and machine learning technology for data

analysis in an effort to analyze a large amount of data and according to the article, this

method should also enhance reliability and validity of the research results. The

researchers opined that should further studies be conducted using the same research

instruments, the research would have yielded the same results, therefore, reliability is

achieved. The primary theme which emerged from this study is the humanistic ideal of

education. While the research approach for this study is unique to the case being studied

and may not be applicable to my research topic, the discussion and conclusion presented
Jacobs S 13

instructive information in regards to worldview diversity and inclusive frameworks,

which will facilitate the design of my research.

Collins, A., Azmat, F., & Rentschler, R. (2019). ‘Bringing everyone on the same journey’:

revisiting inclusion in higher education. Stidies in Higher Education, 44(8), 1475–1487.

Collins et al. (2019) investigated inclusion in higher education by employing a case study

approach to describe the design, implementation and assessment of five faculty

development sessions which focused on inclusive teaching methods in pharmacy

education. One of the main research questions sought to be answered by the authors

were: What are the challenges faced from multiple perspectives when moving towards

inclusive education in an Australian university? The authors collected data through semi-

structured interviews using a question guide to ensure reliability and conducted

concurrent interviews and analysis until data saturation was achieved. Semi-structured

interviews will also be used to gather data for my research. Triangulation was achieved

by including the use of secondary data. Reliability was also strengthened by the study

having investigated inclusivity from multiple perspectives. The research was however

limited to physical aspects of disability whereas my research topic considers a wider

concept of diversity.

Dvir, N., & Schatz-Oppenheimer, O. (2022). Beginning teachers’ narratives, coping with social

justice. European Journal of Teacher Education, 43(3), 318-332.

The researchers of this study highlighted that the focus of the research was on how

teachers cope with the difficulties which arise due to global migration of students. The

authors examined two stories and the data was analyzed using hermeneutic interpretive

approach and thematic content analysis. There researchers selected two narratives out of
Jacobs S 14

hundreds of stories submitted to a story competition held for beginning teachers. Two of

the stories were selected, analyzed and interpreted in five stages to ensure the reliability

of the research. The narrative inquiry on which this article is based helps to gain a better

understanding of beginning teachers’ social justice experiences and perceptions. The

research question was: What process do beginning teachers undergo in coping with

injustices committed against their students? And how do they act in cases of social

injustice that arise in their work? According to the researchers, the findings of the study

identified two central themes: critical reflection on inclusion and exclusion, and action

for social justice. The data collection and analysis process are not similar to the intended

research proposed by this paper. In regards to this article, the analysis of only two stories

may be inadequate to establish validity.

Iheduru-Anderson, K., Okoro, F. O., & Moore, S. S. (2022). Diversity and Inclusion or Tokens?

A Qualitative Study of Black Women Academic. Global Qualitative Nursing Research,

9, 1-13.

This article presents the findings of a narrative inquiry aimed to evaluate the effect of

race and gender on black female nurses in academic leadership positions and their

perception of race, gender, class and power influences diversity, equity and inclusion.

The authors employed critical race theory and thematic analysis to guide the study and

analyze the data. Data was collected by conducting individual interviews which

addressed how black women felt about theoretical professional experiences in academia.

One of themes which emerged from this study was: building and sustaining diversity,

equity, and inclusion. This article provided useful information in regards to the intended

diversity and inclusion research process. For instance, the authors detailed the process of
Jacobs S 15

consent being granted by the participants and a short demographic questionnaire was

completed by the participants prior to the actual 45 minutes audio-recorded interview.

The authors discussed that according to response from the participants, the structure,

organization, and leadership positions in academic nursing are mainly white. The authors

deemed that developing themes for the research increased the robustness of the study.

Murry, K., Kavimandan, S., Herrera, S. G., & Holmes, M. (2021). Phenomenological Research

on Biography-Driven Instruction Use in Highly Diverse Classrooms. Teacher Education

Quarterly, 48(2), 7-23.

In this phenomenological inquiry the researchers studied cases of educators’ perspectives

on the didactic capitalization of the assets that diversity brings to learning in highly

diverse classrooms using the Biography-Driven Instruction (BDI) method. The authors

collected the data via observation in situ and semi-structured interviews. Murry et al.

(2021) stated that classroom diversity is under-maximized in the contemporary

educational system and that aspects of diversity such as cultures, prior experiences, and

even resiliency are usually seen as deficits as opposed to assets in learning. Additionally,

Murry et al. (2021) emphasized that while educators are more aware of diversity benefits,

maximization of diversity as an asset remains minimal. However, the authors researched

Biography-Driven Instruction (BDI) as a way to offer teachers theory, structures, and

strategies for maximizing student diversity and reported that the three emerging themes

from the phenomenological inquiry were: Everyone brings something to the table; I’d

like to go a bit deeper, and I’m with you—I’m engaged (Murry et al., 2021). In an

attempt to answer one of the primary research questions, the researcher investigated

educators’ perspectives in regards to the BDI method of differentiated instruction for

Jacobs S 16

highly diverse classrooms. The researchers attempted to reinforce robustness and

transferability of the research through thick description and a standardized attempt to note

the nature, context, findings, and interpretations of the research. The research problem

identified by Murry et al. (2021)

Ostini, J., Partridge, H., Kelly, K., Owen, S., & Jeffries, S. (2020). Narratives of Access: A

Critical Exploration of How Institutional Interactions with Students Affect Regional

Student Participation in Higher Education. Student Success, 11(2), 60-71.

This article is a narrative inquiry which evaluated the narratives that influence university

staff conceptualization of the concerns and experiences of regional and distant education

students at five Australian universities. The researchers conducted interviews with thirty

university staff members within three months. The researchers conducted reflexive

thematic analysis of the stories told by staff and discovered that staff employed the lens

of access to generate meaningful stories of how they supported students. The research

question which guided the study was whether patterns were evident in the ways

university staff comprehend the research and learning needs of the students. The

researchers questioned whether understanding of the patterns provided insight into the

support given to students by the universities. The data was collected via semi-structured

interviews using Skype, Zoom or telephone and were recorded and transcribed. The

authors aimed to encourage participants to freely relate their area of experience through

semi-structured interviews and open-ended questions. According to the authors “access”

was a primary theme which linked the factors which influenced staff narratives. In

regards to the findings of the research, the authors stated that the concept of access

conceptualizes that learners have the ability and are granted the necessary support. The
Jacobs S 17

data collection process for this research provided meaningful ideas such as the use of

Skype or Zoom to conduct the semi-structured.

Peck, C., Bouilheres, F., & Brown, M. (2018). Because access matters: an institutional case

study. Journal of Applied Research in Higher Education, 10(2), 194-204.

This article is a case study which was aimed at reviewing an inclusion project at a higher

learning institution. The employed approach includes monitoring the achievement of the

objectives of the project, which the authors concluded were achieved within a year. The

primary objective was to ensure that all students could access all learning materials.

According to Peck et al. (2018), this case study research was born out of the attempt of

some lecturers who attempted to convert PowerPoint slides to more accessible formats.

The central topic of this article is that accessibility is a significant foundational element to

practice inclusion. The central research question that the article explored relates to

whether accessibility provides an accessible outcome which can be used as the

groundwork to enhance inclusive practice. The authors aimed to ensure that all learning

materials were available to students in digital and universally accessible formats

following the basic principles of UDL. This article provides practical solutions to

implement accessibility standards and recommended strategies which can be readily

transferred and implemented in other institutions and locations, demonstrating evidence

of validity and reliability. The recommended solutions and strategies according to the

article provide practical responses to the methods which can be employed to create an

inclusive technology-enabled learning environment. The selected group for the research

provided a set of objectives which were to be achieved by the project.

Jacobs S 18

Tesoriero, G. (2019). Teacher education at the intersection of race and ability. Cultural Studies

of Science Education, 14(2), 515-523.

The author of this phenomenological study sought to engage in a discourse which

focused on equity in a graduate course for pre-service educators to value and influence

diversity in the classroom. The author discussed the view of two other researchers in

regards to inclusive education by pulling from the conceptual change noted in graduate

students’ reflections from Boda’s study to begin a discourse based on Waitoller and

Kozleski’s view of inclusive education. Based on the author’s own experience as an

urban science educator in special education settings, the author considered the

possibilities of generating educator learning experiences which can bridge the gap

between theory and practice. The phenomenological approach was also employed to

outline the axiological adjustments of graduate students by reviewing their class

reflections. The author determined that the articles that were leveraged for the study

alluded to the necessity for teacher preparation programs which prepare educators to

establish inclusive environments which support, value, and empower students in a diverse

learning environment. While the research methods employed by Tesoriero (2019) may

not be applicable to this prospective research, the article provided useful content which

contributed to increased understanding of inclusive education.

Jacobs S 19

Conclusion

Based on a potential research topic in relation to the issues of diversity and inclusion in

the online learning environment, this paper presents an annotation of nine research articles which

were perused to explore the topic in regards to narrative inquiry, phenomenology and case study

research methods. The paper presents the research questions and outlines the intended research

process and methods using QDA Miner software. The paper addresses issues of reliability and

validity which are associated with the qualitative methodology. Some of the findings of articles

researched for the annotated bibliography contributed significantly to the development of the

intended case study research on diversity and inclusion by providing helpful information and

clarity. The structure of the research will be improved and refined after reviewing more case

studies in regards to the topic and exploring other qualitative software.

References
Jacobs S 20

Abawi, L.-A., Bauman-Buffone, C., Pineda-Báez, C., & Carter, S. (2018). The Rhetoric and

Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived ins

Bartz, J., & Bartz, T. (2018). Recognizing and Acknowledging Worldview Diversity in the

Inclusive Classroom. Education Sciences, 8(196), 1-13.

Collins, A., Azmat, F., & Rentschler, R. (2019). ‘Bringing everyone on the same journey’:

revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475–1487.

Dvir, N., & Schatz-Oppenheimer, O. (2022). Beginning teachers’ narratives, coping with social

justice. European Journal of Teacher Education, 43(3), 318-332.

Iheduru-Anderson, K., Okoro, F. O., & Moore, S. S. (2022). Diversity and Inclusion or Tokens?

A Qualitative Study of Black Women Academic. Global Qualitative Nursing Research,

9, 1-13.

Murry, K., Kavimandan, S., Herrera, S. G., & Holmes, M. (2021). Phenomenological Research

on Biography-Driven Instruction Use in Highly Diverse Classrooms. Teacher Education

Quarterly, 48(2), 7-23.

Ostini, J., Partridge, H., Kelly, K., Owen, S., & Jeffries, S. (2020). Narratives of Access: A

Critical Exploration of How Institutional Interactions with Students Affect Regional

Student Participation in Higher Education. Student Success, 11(2), 60-71.

Peck, C., Bouilheres, F., & Brown, M. (2018). Because access matters: an institutional case

study. Journal of Applied Research in Higher Education, 10(2), 194-204.

Rose, J., & Johnson, C. W. (2020). Contextualizing reliability and validity in qualitative

research: toward more rigorous and trustworthy qualitative social science in leisure

research. Journal of Leisure Research, 51(4), 432-451.

Jacobs S 21

Tesoriero, G. (2019). Teacher education at the intersection of race and ability. Cultural Studies

of Science Education, 14(2), 515-523.