To Delphi or not to Delphi?

I find myself fascinated by the Delphi survey technique in research. This technique enables a researcher, who plays the role of facilitator to work with a small group of "experts" to ideally reach consensus on an issue.  Research Areas in Distance Education:  A Delphi Study used this approach to reach consensus amongst a group of experts in distance education about what areas of research in distance education are most needed and most neglected.

Further reading on Delphi survey techniques pointed out that this can be an efficient way to get consensus on an issue; however, there are a number of challenges involved in ensuring that the research study is reliable and valid.  Research guidelines for the Delphi survey technique pointed out that, "Uses systematically and rigorously, the Delphi can contribute significantly to broadening knowledge... However, careful thought must be given before using the method; there are key issues surrounding problem identification, researcher skills and data presentation that must be addressed." (Hasson, F, Sinead, K, McKenna H., 2000. p. 1008)

The strengths of this survey technique, however, would benefit the NWT in its move towards developing and delivering adult basic education using a distance delivery model.  One of the key challenges in doing this will be getting adult educators and instructors buy-in for the change.  This technique could be used to find out what key supports that adult educators would require to feel comfortable with this change.  There are approximately 75 adult educators in the NWT who deliver government funded adult basic education programs.  That is too many to be directly involved. However, criteria for participants could include:

• must have been an adult educator in the NWT for a minimum of five years;
• must not be a program manager (they do not do direct delivery)
• must have a range of participants from each of the five regions.

The utilization of this selection criteria would mean approximately 25 participants would be involved.

The initial open questions could include; what supports and what changes would need to be made to the classroom space.

"The classic Delphi technique had four rounds." (Hasson, F, et al., 2000. p. 1011)  The results of each round are reported back with clarifying questions in each round.  This could lead to consensus on priority supports and changes required to effectively implement distance delivery. However, Hasson (2000) does caution anyone using this method by stating, "it is important to note that the existence of a consensus does not mean that the correct answer, opinion or judgement has been found." (p. 1013) However even with the challenges and limitations of the Delphi technique, it would be a positive first step in moving this initiative forward.

Hasson, F., Keeney, S., & McKenna, H. (2000). Research guidelines for the Delphi survey technique. Journal of Advanced Nursing 32 no. 4: 1008-1015. CINAHL Complete retrieved from EBSCOhost.

Zawacki-Richter, O. (2009). Research areas in distance education: A Delphi study.  The International Review of Research in Open and Distance Learning, 10(3).