Assess technology



An interview is a one-on-one directed conversation with an individual using a series of questions designed to elicit extended responses. Because this method allows you to probe for greater depth or explanation, simple yes/no questions or fixed-response questions are typically not used. Interviews allow respondents to express their thoughts using their own words and organization and thus are particularly valuable for gaining insight. Because of ethical considerations and problems with validity, instructors should not interview their own students nor should supervisors interview their subordinates.

Types of interviews

Types of interviews include: informal, guided and standardized. [more]

Suggested uses of interviews:

Limitations of interviews:

Resource requirements

Interviewing requires a high level of resources. You must be knowledgeable about writing questions unless you are using previously validated questions. You will need training or experience in appropriate interview techniques and analysis of qualitative data. In addition, you may need to hire and train staff, purchase equipment, solicit participants, arrange interviews, and transcribe tapes. Transcribing tapes typically requires four to six hours for every one hour of interview speech. [more]

Plan your interview

STEP 1. Describe the instructional technology and context

Include the purpose of the instructional technology: the need it addresses, its expected effects, current resources, and resources needed to implement. Describe the users (education, motivation, skill levels), learning objectives in relation to the technology, and the learning context.   A worksheet is available to help you through this step. 

STEP 2. Identify stakeholder needs and develop central questions

Central questions identify what you and the stakeholders would want to learn through the interview. For example, "What features do instructors like about webcasting?" A worksheet is available to help you identify stakeholder needs and develop central questions.

STEP 3. Determine the purpose of interviewing

An interview should have a clear purpose and focus. Avoid the temptation of asking too many questions or interviewing "just to see what's going on." Translate central questions into measurable research questions, specifying how interviews will help you gain insight, change current practices, or measure the effects of the instructional technology.

Determine how you will measure attitudes or other concepts and identify whom you will need to interview. Carefully consider the design of the study, including how you will analyze data and report your findings. If your time is limited, or you will not be able to get help transcribing or analyzing interviews, it may make sense to conduct standardized interviews that will simplify data analysis. A worksheet is available to help you develop and refine your study’s purposes.

STEP 4. Determine how you will use interview results

How you intend to use results should also guide the content of your interview. If you will not use responses to an interview question, leave it out.  A worksheet is available to help exemplify how to use results after determining the purpose of a study.

STEP 5. Write questions and organize the interview

Writing good questions is crucial to achieve interview objectives and obtain valid responses. Rewrite questions until they are clear and succinct. [more]

It is also helpful to organize your topics and know the issues you want to cover in advance. [more]

Conduct pilot testing on people similar to those you want to interview to check if the questions are clear and to determine how long it takes to answer them. Revise questions before interviewing in earnest. An alternative is to conduct one or two interviews with people in your case study sample and then revise questions.

Additional information

Auerbach, C.F. & Silverstein, L.B. (2003). Qualitative Data: An Introduction to Coding and Analysis.   New York: New York University Press.

Berkowitz, S. (1997). Analyzing Qualitative Data. In J. Frechtling, L. Sharp, and Westat (Eds.), User-Friendly Handbook for Mixed Method Evaluations (Chapter 4). Retrieved June 21, 2006 from National Science Foundation, Directorate of Education and Human Resources Web site: http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/CHAP_4.HTM

Kvale, S. (1996). Inter Views: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.

Lofland, J. & Lofland, L. H. (1995). Analyzing Social Settings: A Guide to Qualitative Observation and Analysis. Belmont, CA: Wadsworth.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.

Posavac, E. M., & Carey, R. G. (2003). Program Evaluation: Methods and Case Studies (6th ed.). Upper Saddle River, NJ: Prentice Hall

Sewell, M. (no date) The use of qualitative interviews in evaluation. Retrieved June 21, 2006 from the University of Arizona, School of Family and Consumer Science, Institute for Children, Youth, and Families Web site: http://ag.arizona.edu/fcs/cyfernet/cyfar/Intervu5.htm

Page last updated: Sep 21 2011
Copyright © 2007, The University of Texas at Austin