Abstract:

In today’s world of pervasive technology use, education through e-learning courses is rapidly growing. These online courses offer a multitude of benefits for both learners and teachers, as there are substantially more accessible and affordable. However, can e-learning courses replace traditional, face-to-face courses? By examining participants’ experiences in these two different types of courses, this study presents an overview of the particular strengths and challenges of each course in preparing individuals to use ATLAS.ti in their own projects. The overall aim is to examine which format is best for learning to use ATLAS.ti. Teaching qualitative data analysis software can be challenging: the high demands of computer use for this type of technology necessitate local, expert support for successful adoption of the software. Given this intricate facet of training new users, the present study compares and contrasts two different approaches to teaching the qualitative data analysis software ATLAS.ti: e-learning (with unlimited support through email and virtual meetings with the instructor) and the face-to-face format. Participants are asked to complete an online open-ended questionnaire which provides a more detailed understanding of the expectations and learning outcomes of each course. Their responses are analyzed and an evaluation of the best learning outcomes of ATLAS.ti is presented.

Keywords:

ATLAS.ti, teaching qualitative data analysis software, e-learning courses, face-to-face courses.