In qualitative research, Agee says, "A broadly framed question can serve as a basis for initial and emerging sub-question." (p. 434)
Agee goes on to say, "A single overarching question allows a researcher to capture the basic goals of the study in one major question. A clearly stated overarching question can give direction for the study design and collection of data and offer the potential for developing new, more specific questions during data collection and analysis. Sometimes, these broader research questions are not stated as questions but.rather as goals for the study." (p. 435)
This information is food for thought. My research question for my capstone research paper is quite specific, and isn't written in question format. It is:
The purpose of this study will be to understand how to transition from a classroom-based learning approach to an online or blended learning approach for adult learners in the NWT. This study aims to identify and understand the challenges and opportunities faced by adult learners enrolled in adult basic education in the NWT, transitioning to online learning.
The demographic of the learner that we anticipate transitioning to online learning is:
• Adult learner enrolled in adult basic education (K-12 for adults);
• Predominantly First Nations and Inuit;
• Age range from 20-60 years; and
• Live in small northern communities ranging in size from 60 residents to 6,000 residents.
Courses are delivered in English.
So this leaves me wondering, do I begin with a question like; how do we transition to online learning in adult basic education in the NWT? Or What are the benefits and challenges of delivering online or blended learning in adult basic education in the NWT. Both of these questions are broad, but they certainly don't have the depth of the original description and in some ways change the intent of the research.
Writing research questions is an art form, one I think I need to ponder more.
Agee, J. (2009) Developing qualitative research questions: a reflective process, International Journal of Qualitative Studies in Education, 22:4, 431-447, DOI:
10.1080/09518390902736512
