Author: Delta Wright, PhD Researcher, Edge Hill University
The COVID-19 pandemic brought the world to a halt and many qualitative researchers asked themselves: how can we continue data collection without meeting participants face-to-face? For education researchers especially, traditional face-to-face methods were no longer viable. The solution was a pivot to video interviews using tools like Zoom and Microsoft (MS) Teams. At the time, this was seen as a necessary yet temporary workaround. Researchers discussed the ethical and practical concerns of using these tools during the pandemic such as cyber security, data privacy and internet/power outages. However, what about using these tools post pandemic? Were video interviews merely an emergency measure in response to the crisis or do they hold long-term value?
My research explores the lived experiences of community college students, educators and administrators in Jamaica during the two-year COVID-19 lockdown, focusing on their efforts to ensure the continuity of tertiary STEM education in response to the crisis. I conducted synchronous semi-structured interviews and focus groups using MS Teams with Jamaican stakeholders. Although the use of MS Teams was a deliberate methodological choice, the extent of its practical advantages emerged during data collection. Video interviews effectively removed logistical and economic barriers, making it possible to connect across countries and time zones. More importantly, it enabled access to a broader participant pool, including STEM students from multiple colleges, year groups, and programmes; a diverse group that would have been difficult to assemble in a single physical location. Moreover, participants had control over the time, place and space of the video interviews creating a more relaxed environment for them. Also, because the video interviews were recorded it yielded the advantage of seeing macro and micro-facial expressions, often missed in face-to-face interviews, enabling more accurate interpretation of participant narratives. With the added benefit of MS Teams transcription feature, transcribing the video interviews took less time and resources.
Notwithstanding these benefits, challenges were experienced. Internet disruptions and power outages occasionally delayed video interviews. The time difference also meant I conducted some interviews at midnight or later. These, however, were small challenges for the accessibility and depth of narratives I was able to collect with the use of video interviews. While only participants who had access to internet enabled devices and the internet were able to participate in the study, it should be acknowledged that the COVID-19 pandemic accelerated technological development in Jamaica. Thus, enabling such virtual qualitative research to take place.
Despite the challenges encountered, my research demonstrates that video interviews can offer meaningful and lasting value in qualitative research beyond crisis situations. They have opened new methodological possibilities that should not be ignored. I encourage fellow qualitative researchers to think critically about the future of data collection. How might we integrate virtual methods in ways that are ethical, inclusive, and effective, not as a crisis response, but as deliberate choices? Let us start that conversation. What has worked for you? and How might we refine these methods even further?
Biographical Statement
Delta Wright is a second- year PhD Educational Research student under the supervision of Dr Naomi Hodgson and Dr Annabel Yale at Edge Hill University. Her doctoral work explores the potential application of crisis management in higher education to safeguard STEM education continuity in public health and environmental crises. Her work is of significance in crisis prone low-and middle-income contexts. She holds an MSc in Environmental Engineering from Cranfield University and a BSc in Science Education from the University of Technology, Jamaica. Follow her work on LinkedIn at https://www.linkedin.com/in/delta-wright-329761121
This blog has been written for Educational Insights.
