Data+and+Characteristics

 //** Data and Characteristics **//

**Objective: Gather varying types of sufficient data to confirm needs and characteristics of learners **

** Instructional design **  is the continual process of analyzing learner needs, designing and implementing instruction to meet those needs, and evaluating the effects of the instruction. In order to effectively design successful instruction, an instructional design team must gather informal data to confirm the needs of the learners. In addition, the instructional design team needs to gather informal data to confirm or alter the needs statement as time allows.

**Collecting Data**

The instructional design team can collect ** data **  from various sources. The sources of data are the "tests, questionnaires, interviews, focus groups, observations, secondary or existing data they are going to use to physically obtain research data from their research participants," (Christensen & Johnson, 201). The instructional design team first must select a sample or focus group  to concentrate on to center their instruction around. A ** sample **  is a "set of elements taken from a larger population,” (Christensen & Johnson, 223). When an instructional design team cannot collect data on the entire population for whom the instruction is intended, they must perform an analysis on a select sample to generalize the entire population. In education, instructional design teams may focus on administration, teachers, or students. When the instructional design can not study the entire student population, they may take a sample that accurately represents the entire student population.

“A **focus group** is a type of group interview in which a moderator leads a discussion with a small group of individuals to examine how the group members think or feel about a topic” (Christensen & Johnson, 209). An instructional design team can interview the focus group to determine the needs of the learners and the impact of the instruction. The sample and focus groups are the learners for whom the instruction is intended. It is essential that the instructional design team perform a thorough job of assessing the needs and results according to the sample or focus group.

media type="youtube" key="638W_s5tRq8" height="344" width="425"
 * //This video showcases when is the best time to use qualitative research, and when is the most opportune time to utalize quantitative research.//**


 * Qualitative vs. Quantitative Research **

These sources of data can be either qualitative data , quantitative data , or a mixture of these two types of data. ** Qualitative data **  is "the collection of non-numerical data such as words and pictures. Qualitative researchers strive to conduct research that is intensive and yields high detailed results (often in the form of themes supported by verbal descriptions -- as opposed to numbers” (Pyrczak, 80). This type of research is an inductive mode of the scientific method and the major objective is exploration and discovery. Qualitative research takes more time for the instructional design team to break down the data. In education, qualitative research may consist of an instructional design team interviewing administrators, teachers, and/or students to obtain an acurrate picture of what is needed and what impact the instruction has had on the intended audience. On the other hand, with <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 128%;">** quantitative data ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 128%;">, "researchers emphasize developing objective measures that meet statistical standards for reliability and validity” (Pyrczak, 80). This type of data is numerical. Quantitative research is less time-consuming and often considered more valid due to its being less subjective since it deals with numbers and not a researcher’s thoughts on an interview. Many instructional design teams may choose to conduct a mixture of these two types of research to obtain the most accurate picture of the situation.

With either type of research, an instructional design team’s main goal is to gather data to confirm learners' needs and characteristics to confirm or alter the needs statement, and assess the impact of the instruction on its intended audience.

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 160%;">media type="youtube" key="QLx9afLhBh0" height="344" width="425" <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 24px;">**//This videos discusses the importance of needs assessment, and its impact on the instructional design process.//**

**References**

Christensen, L. & Johnson, B. (2008). //Educational Research: Quantitative, qualitative,// //and mixed approaches//. Thousand Oaks, CA: Sage Publications, Inc.

Pyrczak, F. (2008). //Evaluating Research in Academic Journals: A practical guide to// //realistic evaluation//. Glendale, CA: Pyrczak Publishing.

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==** Need Analysis & Assessment / Learner Analysis / ​​Data and Characteristics / Client Perception / Project Proposal **==