A Systematic Literature Review of Qualitative Longitudinal Studies: Possibilities and Limitations for Educational Studies
Format Type
Plenary
Format Type
Paper
Start Date
14-1-2021 2:30 PM
End Date
14-1-2021 2:50 PM
Abstract
Qualitative longitudinal methods seek to study change during a defined time period, and has a minimum of two measurements (Derrington, 2019; Saldaña, 2003; Vallance, 2005). Though Saldaña (2003) postulated that longitudinal studies should be conducted throughout long periods, there is “no clear definition of the meaning of ‘long’ in longitudinal research” (Corden & Millar, 2007, p. 586). Its extensive nature requires that researchers adapt the content of the questions asked to the participants, accommodating the changes observed during the research and its context (Corden & Millar, 2007; Holland et al., 2006). Despite the need for regular contact with the participants to keep data collection consistent and allow insightful understanding of the phenomenon under investigation (Derrington, 2019), its major limitation is maintaining the participants engaged in studies conducted through more extended periods (Saldaña, 2003). Because longitudinal qualitative studies can be particularly useful to the field of education, this presentation will introduce the results of a multi-stage systematic literature review using a concept mapping approach (Zhang, 2011) of qualitative longitudinal educational research in peer-reviewed articles published in the last ten years. The goal is to inform the audience of this approach’s limitations and possibilities applied to educational studies. Concept mapping applied to systematic literature reviews was the method used because it allowed the identification of nodes and links between key concepts of qualitative longitudinal research and education studies, their connections, relationships, and possible gaps to be addressed in future research (Alias & Suradi, 2008; Arruarte, Rueda, & Elorriaga, 2008; Carnot, 2006).
Keywords
qualitative longitudinal research, systematic literature review, concept mapping, educational studies
ORCID ID
https://orcid.org/0000-0003-1835-8601
A Systematic Literature Review of Qualitative Longitudinal Studies: Possibilities and Limitations for Educational Studies
Qualitative longitudinal methods seek to study change during a defined time period, and has a minimum of two measurements (Derrington, 2019; Saldaña, 2003; Vallance, 2005). Though Saldaña (2003) postulated that longitudinal studies should be conducted throughout long periods, there is “no clear definition of the meaning of ‘long’ in longitudinal research” (Corden & Millar, 2007, p. 586). Its extensive nature requires that researchers adapt the content of the questions asked to the participants, accommodating the changes observed during the research and its context (Corden & Millar, 2007; Holland et al., 2006). Despite the need for regular contact with the participants to keep data collection consistent and allow insightful understanding of the phenomenon under investigation (Derrington, 2019), its major limitation is maintaining the participants engaged in studies conducted through more extended periods (Saldaña, 2003). Because longitudinal qualitative studies can be particularly useful to the field of education, this presentation will introduce the results of a multi-stage systematic literature review using a concept mapping approach (Zhang, 2011) of qualitative longitudinal educational research in peer-reviewed articles published in the last ten years. The goal is to inform the audience of this approach’s limitations and possibilities applied to educational studies. Concept mapping applied to systematic literature reviews was the method used because it allowed the identification of nodes and links between key concepts of qualitative longitudinal research and education studies, their connections, relationships, and possible gaps to be addressed in future research (Alias & Suradi, 2008; Arruarte, Rueda, & Elorriaga, 2008; Carnot, 2006).