Q methodology in learning, design, and technology: an introduction
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Q methodology in learning, design, and technology: an introduction Lloyd P. Rieber1
© Association for Educational Communications and Technology 2020
Abstract An important element of good design, instructional or otherwise, is awareness of and being empathetic to the needs, wants, interests, values, and opinions of the intended audience. Typical approaches to learning about the subjective viewpoints of a particular audience have included survey instruments based on Likert-type items and open-ended questions, interviews, and focus groups. This article presents an overview of another approach using Q methodology. Q methodology is specifically designed to reveal and study subjectivity within a group of people in a systematic way using both quantitative and qualitative data. Q methodology offers designers with the means to identify a small number of profiles representing distinct points of view among the intended audience on a given topic. After presenting an overview of the historical and theoretical underpinnings of Q, several examples are provided to illustrate Q’s potential to improve design within the field of learning, design, and technology. Critiques of Q methodology are also described. Keywords Q methodology · Design · Subjectivity
Introduction The purpose of this article is to introduce design professionals working in educational contexts to Q methodology. This includes people working in all design and teaching fields, but specific attention here is given to those working in the field of learning, design, and technology (LDT). Q methodology is used to reveal and study subjectivity within a group of people in a systematic way in order to better understand their motivations and behavior. It is likely a methodology you’ve never heard of given that it is not part of the standard educational research curriculum. Subjectivity is defined “…as a person’s communication of a point of view on any matter of personal or social importance” McKeown and Thomas (2013, p. ix). Examples include a person’s beliefs, opinions, points of view, or feelings on a given topic—such as their view of issues surrounding recently held or upcoming instruction or training—expressed in some way. Q methodology is relevant to anyone interested * Lloyd P. Rieber [email protected] 1
Department of Career and Information Studies, The University of Georgia, 850 College Station Road, 203 River’s Crossing, Athens, GA 30602, USA
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in understanding the diversity of a group of people’s opinions or views on a topic relevant and important to that group. Q methodology (Q) is first and foremost a research methodology, but there are practical applications as well. An example is improving learner analysis within instructional design by using it as an alternative survey approach. Similarly, Q is a useful strategy to help designers gain empathy for their users. Q is a unique mixed methods approach—analysis and interpretation depend equally on quantitative and qualitative data. However, describing it merely as mixed metho
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