The results of the quantitative study are independent of the
biases of a researcher and have greater credibility. This
method concentrates on testing theories or measuring phenomena (Hussey & Hussey, 1997). The quantitative research
design can be a single technique for data collection such as a
questionnaire and its corresponding analysis. Multi-method
uses more than one method (quantitative or qualitative) but
they are not mixed. The term ‘qualitative research’ includes
the various processes of inquiry that provide an understanding of how all the parts of procedures work together
(Merriam, 1998). This research generally seeks to understand human and social behaviour and is subjective in nature
(Collis & Hussey, 1997). The qualitative method concentrates more on feelings, behavior and words than on numbers
(Sharma, 2009). Qualitative research explores complex
phenomena (Tong, Sainsbury & Craig, 2007). Denzin and
Lincoln (2011) described that a qualitative research design is
related to an interpretive philosophy. One of the drawbacks
of the qualitative method is that it involves more time and
skills to understand and analyze the data (Sharma, 2009).
The qualitative data may be collected with a single technique, such as interviews. It can also be collected with more
than one technique, such as interviews, focus group discussion and observation. A mixed research method is considered as an appropriate research method (Bryman, 1988)
because this approach provides superior results as compared
to other research methods (Johnson & Onwuegbuzie, 2004).
Creswell, Klassen, Plano Clark and Smith (2011) stated that
in quantitative methodology, the researcher uses a positivist
philosophical strand which is primarily a deductive
approach, whereas, in qualitative methods, the researcher
uses an interpretivist philosophical which is mainly an
inductive approach. Both qualitative and quantitative methods are respected by pragmatists, but the selection of a
method depends on the nature of the study. Pragmatism
supports a mixed methods research design (Saunders, et al.,
2016). However, the mixed method is time-consuming
because the researcher has to know more than one approaches and procedures to mix the results appropriately.
Working with both quantitative and qualitative methods
simultaneously is sometimes hard for a single researcher.
6.3.4 Fourth-Layer: Strategies
Saunders et al. (2016) classified a methodological choice
layer into the following to collect data: (1) Survey,
(2) Experiment, (3) Archival research, (4) Case study,
(5) Ethnography, (6) Action research, (7) Grounded theory,
and 8) Natural inquiry research. The first two research
strategies (i.e. Experiment and survey) are entirely associated with quantitative research. The research strategies
archival research and case study may contain quantitative or
qualitative study or a mixed design combining both. The
remaining four strategies, i.e. Ethnography, Action research,
and Grounded theory, are strategies mainly linked to qualitative research design (Saunders et al., 2016 p. 178).
6.3.5 Fifth-Layer: Time Horizon
Saunders et al., (2009, 2016) classified the time horizon
layer into two categories: longitudinal and cross-sectional.
The longitudinal study is conducted over a prolonged period.
The key strength of this research is its ability to study change
and development over time. The cross-sectional study is
conducted for one time only. For instance, the survey of the
instructors or employees is one of the examples of a
cross-sectional study (Robson, 2002; Saunders et al., 2016).
6.3.6 Sixth-Layer: Data Collection Techniques
and Procedures
This step involves data collection and analysis procedures
employed. For instance, data collection involves a survey
questionnaire and the analysis includes exploratory factor
analysis, descriptive analysis, confirmatory factor analysis,
and structural path analysis.
6.3.7 Adopted Research Design
and Methodology
In light of the discussion on the research process, it would be
easy to understand the rationale of research design and
philosophies adopted for this study. In this study, the
explanatory technique is selected because in the context of
Higher Education the variables (of UTAUT2) for the
research were largely well known in the literature and statistical techniques (SPSS/Amos) are used to identify the
significant variables. The selected research design for this
study has been summarized in the following Table 6.1.
6.4 Sampling Techniques
Sampling is the procedure of choosing a few participants
from a larger group to represent the entire group (Kumar,
2010). The sample size has a direct effect on the accuracy of
the findings in the population (Burns & Bush, 1998). Representative data collection requires consideration of an
appropriate sampling technique. The more the representativeness, the more the generalizability of the findings and,
therefore, the better the quality of the research (Sarantakos,
2012). Sampling techniques are required to be understood by
52
6 How Did We Find Evidence for LMS Adoption?
biases of a researcher and have greater credibility. This
method concentrates on testing theories or measuring phenomena (Hussey & Hussey, 1997). The quantitative research
design can be a single technique for data collection such as a
questionnaire and its corresponding analysis. Multi-method
uses more than one method (quantitative or qualitative) but
they are not mixed. The term ‘qualitative research’ includes
the various processes of inquiry that provide an understanding of how all the parts of procedures work together
(Merriam, 1998). This research generally seeks to understand human and social behaviour and is subjective in nature
(Collis & Hussey, 1997). The qualitative method concentrates more on feelings, behavior and words than on numbers
(Sharma, 2009). Qualitative research explores complex
phenomena (Tong, Sainsbury & Craig, 2007). Denzin and
Lincoln (2011) described that a qualitative research design is
related to an interpretive philosophy. One of the drawbacks
of the qualitative method is that it involves more time and
skills to understand and analyze the data (Sharma, 2009).
The qualitative data may be collected with a single technique, such as interviews. It can also be collected with more
than one technique, such as interviews, focus group discussion and observation. A mixed research method is considered as an appropriate research method (Bryman, 1988)
because this approach provides superior results as compared
to other research methods (Johnson & Onwuegbuzie, 2004).
Creswell, Klassen, Plano Clark and Smith (2011) stated that
in quantitative methodology, the researcher uses a positivist
philosophical strand which is primarily a deductive
approach, whereas, in qualitative methods, the researcher
uses an interpretivist philosophical which is mainly an
inductive approach. Both qualitative and quantitative methods are respected by pragmatists, but the selection of a
method depends on the nature of the study. Pragmatism
supports a mixed methods research design (Saunders, et al.,
2016). However, the mixed method is time-consuming
because the researcher has to know more than one approaches and procedures to mix the results appropriately.
Working with both quantitative and qualitative methods
simultaneously is sometimes hard for a single researcher.
6.3.4 Fourth-Layer: Strategies
Saunders et al. (2016) classified a methodological choice
layer into the following to collect data: (1) Survey,
(2) Experiment, (3) Archival research, (4) Case study,
(5) Ethnography, (6) Action research, (7) Grounded theory,
and 8) Natural inquiry research. The first two research
strategies (i.e. Experiment and survey) are entirely associated with quantitative research. The research strategies
archival research and case study may contain quantitative or
qualitative study or a mixed design combining both. The
remaining four strategies, i.e. Ethnography, Action research,
and Grounded theory, are strategies mainly linked to qualitative research design (Saunders et al., 2016 p. 178).
6.3.5 Fifth-Layer: Time Horizon
Saunders et al., (2009, 2016) classified the time horizon
layer into two categories: longitudinal and cross-sectional.
The longitudinal study is conducted over a prolonged period.
The key strength of this research is its ability to study change
and development over time. The cross-sectional study is
conducted for one time only. For instance, the survey of the
instructors or employees is one of the examples of a
cross-sectional study (Robson, 2002; Saunders et al., 2016).
6.3.6 Sixth-Layer: Data Collection Techniques
and Procedures
This step involves data collection and analysis procedures
employed. For instance, data collection involves a survey
questionnaire and the analysis includes exploratory factor
analysis, descriptive analysis, confirmatory factor analysis,
and structural path analysis.
6.3.7 Adopted Research Design
and Methodology
In light of the discussion on the research process, it would be
easy to understand the rationale of research design and
philosophies adopted for this study. In this study, the
explanatory technique is selected because in the context of
Higher Education the variables (of UTAUT2) for the
research were largely well known in the literature and statistical techniques (SPSS/Amos) are used to identify the
significant variables. The selected research design for this
study has been summarized in the following Table 6.1.
6.4 Sampling Techniques
Sampling is the procedure of choosing a few participants
from a larger group to represent the entire group (Kumar,
2010). The sample size has a direct effect on the accuracy of
the findings in the population (Burns & Bush, 1998). Representative data collection requires consideration of an
appropriate sampling technique. The more the representativeness, the more the generalizability of the findings and,
therefore, the better the quality of the research (Sarantakos,
2012). Sampling techniques are required to be understood by
52
6 How Did We Find Evidence for LMS Adoption?