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Contemporary qualitative research has been influenced by a number of branches of philosophy, for example, positivism, postpositivism, critical theory, and constructivism. [7] The historical transitions or 'moments' in qualitative research, together with the notion of 'paradigms' (Denzin & Lincoln, 2005), have received widespread popularity over ...
Qualitative Reasoning (QR) is an area of research within Artificial Intelligence (AI) that automates reasoning about continuous aspects of the physical world, such as space, time, and quantity, for the purpose of problem solving and planning using qualitative rather than quantitative information. [1]
Qualitative research methodologies are oriented towards developing an understanding of the meaning and experience dimensions of human lives and their social worlds. Good qualitative research is characterized by congruence between the perspective that informs the research questions and the research methods used.
[2] [27] The findings of qualitative geography research are often based on small sample sizes, specific cases, or small-scale phenomena, making it challenging to generalize the results to larger populations or areas or capture larger patterns and trends. The data often rely on the research participants' unique circumstances and experiences ...
Human factors, human work capital is important issue that deals with qualitative properties. Some common aspects are work, motivation, general participation, etc. Although all of these aspects are not measurable in terms of quantitative criteria, the general overview of them could be summarized as a quantitative property.
Information processing theory combines elements of both quantitative and qualitative development. Qualitative development occurs through the emergence of new strategies for information storage and retrieval, developing representational abilities (such as the utilization of language to represent concepts), or obtaining problem-solving rules ...
Understanding the differences between quantitative data vs. qualitative data, as well as formative assessment vs. summative assessment that tease out this data can be defined as assessment literacy. [5] Building assessment literacy also includes knowing when to use which type of assessment and the resulting data to use to inform instruction.
The discourse about postqualitative inquiry arose from the question of “what comes next for qualitative research," [6] particularly regarding how to approach "a problem in the midst of inquiry” [7] in a way that allows new ideas to take shape from preconceived ones. St. Pierre suggested that being restricted to method conforms new research to the form of existing research, hindering ...