Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching

The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom-in the context of the COVID-19 pandemic. This study explored how three teacher educators used co-creative arts-based inquiry to deepen their understanding of their shifting teacher 'selves' as online users. Object-inspired narratives and poetic inquiry were employed to co-flexively engage with our shifting teaching experiences and question our feelings of discomfort teaching online. Framed conceptually by an ethics of care and collaborative-creativity, we discuss the tensions and possibilities we experienced, and shared through our scholarly online conversations via Zoom to think through the shifts in our teacher selves and teaching. We highlight our online teaching experiences amidst the uncertainty and disruption of the COVID-19 pandemic. We then share the methodological insight of collaborative arts-based inquiry and how it facilitated reflexive dialogues and deep conversations that ignited self-learning and collective insights into the potential and possibilities of online teaching. Findings highlighted that co-creative, online engagement enabled sharing of emotional experiences and offered possibilities for transforming teacher selves. In addition, co-creative, online engagement enabled the cultivation of relational scholarly thinking. The article highlights the methodological insight of co-creative arts-based research in productively disrupting instrumental university discourse of online teaching.

Piloting a Flexible Solicited Diary Study With Marginalized Latina Women During the COVID-19 Pandemic.

Little is known about the experiences of minority stress among Latina women who have sex with both women and men (WSWM), a sexual and gender minority group situated at the intersection of multiple marginalized identities. The current article presents an exploratory study aimed at addressing this knowledge gap. The research utilized a flexible diary-interview method (DIM) to investigate stress-related experiences among Mexican American WSWM residing in an economically disadvantaged community in the U.S. during the third wave of the COVID-19 pandemic. A detailed description of the study is provided, including information on the background, methodology, participants' experiences, and how the project was managed remotely by a virtual research team. Twenty-one participants were asked to maintain a diary for a 6-week period spanning from March to September 2021. They submitted weekly entries in diverse formats (visual, audio, typed, and handwritten) through a user-friendly website or via mail while communicating regularly with researchers over the phone. Following the diarizing period, in-depth semi-structured interviews were conducted to clarify pertinent information within the entries and validate researchers' preliminary interpretations. Out of the initial 21 enrollees, 14 participants stopped diarizing at different stages, and nine completed the entire study. Despite facing challenges exacerbated by the pandemic, participants reported the diary-keeping process as a positive experience that offered an authentic outlet to share parts of their lives they seldom reveal. The implementation of this study highlights two significant methodological insights. Firstly, it emphasizes the value of employing a DIM to explore intersectional narratives. Secondly, it underscores the importance of adopting a flexible and sensitive approach in qualitative health research, particularly when engaging individuals from minoritized groups.

Maintaining Safety While Discussing Suicide: Trauma Informed Research in an Online Focus Groups

Although trauma informed (TI) care has been well researched and is used in many disciplines, TI practices for research are less developed. In this article, we explore the use of TI practices when discussing the sensitive topic of suicide within an online focus group. Qualitative studies on rural suicide are sparse, even though the incidence of suicide is higher rurally than in urban areas. Rural communities are often close knit and stigma can be greater toward non-normative experiences such as mental illness and suicide. Due to the nature of rural communities, the trauma of suicide can affect many people. We conducted focus groups with rural community participants who had an interest in suicide prevention to explore the gaps in rural suicide research and the best methods for knowledge dissemination of existing research. Steps were taken to mitigate re-traumatization and/or severe distress in the participants through a TI research approach. An online video conferencing platform became necessary due to the COVID-19 pandemic. The online features promoted safety and transparency by: enabling participants to turn off camera and microphone if they became distressed, allowing them time to self-regulate until feeling sufficiently safe to return to the focus group discussion;leaving the discussion at any time with little disruption;and being able to choose a comfortable place to join the discussion. Other TI activities included ensuring ongoing consent throughout the process, recruiting through a third party to enhance safety, having support resource lists tailored to the region, and encouraging participants to share and debrief final thoughts. A number of participants commented on feeling safe within the environment of the focus group. Limitations included challenges identifying distress online and technological difficulties associated with rural internet services. To our knowledge, this is the first article using a TI approach for discussing suicide through an online method. [ FROM AUTHOR]

The Qualitative Research Distress Protocol: A Participant-Centered Tool for Navigating Distress During Data Collection

Potential participant distress is often unaccounted for in qualitative research, where topics are not pre-determined to be categorically sensitive. Additionally, researchers sometimes project their own distress with sensitive topics onto participants, inappropriately truncating or terminating data collection encounters. As a result, researchers may over- or under-react to distress, in ways that fail to attune to and meet participants' individual needs and that are not consistent within research teams. In our proposed framework of "The Participant-Researcher Dynamics of Distress," we advance the Dynamic of Participant Centeredness to move beyond notions of categorical sensitivity, and in alignment with principles of research ethics, we developed the Qualitative Research Distress Protocol (QRDP). The QRDP is a comprehensive tool that we co-created with an oncology social worker, for a study exploring patients' and clinicians' experiences of virtual supportive cancer care during COVID-19. We elaborate on the use and application of the QRDP in team science, providing examples from our experience training novice researchers and conducting interviews for the Virtual Supportive Cancer Care Research Study. This novel protocol stands apart from other available distress protocols in taking a non-categorical approach to assessing participant sensitivity and addressing distress during qualitative interviews. The QRDP can be evaluated in and adapted for use in other qualitative research studies, especially those undertaken by collaborative and diverse research teams. [ FROM AUTHOR] Copyright of International Journal of Qualitative Methods is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Methodological Insights From a Virtual, Team-Based Rapid Qualitative Method Applied to a Study of Providers' Perspectives of the COVID-19 Pandemic Impact on Hospital-To-Home Transitions.

Background: During the COVID-19 pandemic, rapid virtual qualitative methods have gained attention in applied health research to produce timely, actionable results while complying with the pandemic restrictions. However, rigour and analytical depth may be two areas of concern for rapid qualitative methods. Methods: In this paper, we present an overview of a virtual team-based rapid qualitative method within a study that explored health care providers' perspectives of how the COVID-19 pandemic has impacted hospital-to-home transitions, lessons learned in applying this method, and recommendations for changes. Using this method, qualitative data were collected and analyzed using the Zoom Healthcare videoconferencing platform and telephone. Visual summary maps were iteratively created from the audio recordings of each interview through virtual analytic meetings with the team. Maps representing similar settings (e.g. hospital providers and community providers) and Sites were combined to form meta-maps representing that group's experience. The combinations of data that best fit together were used to form the final meta-map through discussion. Results: This case example is used to provide a description of how to apply a virtual team-based rapid qualitative method. This paper also offers a discussion of the opportunities and challenges of applying this method, in particular how the virtual team-based rapid qualitative method could be modified to produce timely results virtually while attending to rigour and depth. Conclusions: We contend that the virtual team-based rapid qualitative data collection and analysis method was useful for generating timely, rigorous, and in-depth knowledge about transitional care during the COVID-19 pandemic. The recommended modifications to this method may enhance its utility for researchers to apply to their qualitative research studies.

“Doors Started to Appear:” A Methodological Framework for Analyzing Visuo-Verbal Data Drawing on Roland Barthes’s Classification of Text-Image Relations

Following a “visual turn” in qualitative methods, photographs and other forms of visual expression are increasingly used in conjunction with verbal data in social science research. According equal status to visual and verbal artifacts, however, poses significant methodological challenges. “Photo elicitation” methods, which typically privilege participants’ interpretations of photographs over the photographs themselves, have dominated. This article answers calls for greater reflection on and transparency in the analysis of data across multiple modes of expression. Building on previous approaches, we propose an analytical framework for interpreting visuo-verbal research data that draws on Roland Barthes’s tripartite classification of text-image relations into “illustration,” “anchorage,” and “relay.” We explore how our framework can be put into practice by applying it to photographs and written texts generated as part of the “Living with an eating disorder during the COVID-19 pandemic” project, focusing on three settings represented by participants: the hospital ward, the home, and natural environments. We subsequently reflect on some of the strengths and limitations of our framework in light of its application and with respect to established approaches to analyzing visuo-verbal data. Our framework of Text-Image Relations Analysis enables researchers to explore text-image relations as constitutive of meaning without privileging one semiotic mode over the other. As with all qualitative researcher, however, careful delineation of the meaning-making roles of participants and researchers is key. © The Author(s) 2022.

Virtual Qualitative Research Using Transnational Feminist Queer Methodology: The Challenges and Opportunities of Zoom-Based Research During Moments of Crisis

In this paper, we discussed our experiences with Zoom-based virtual qualitative research with Asian international students attending Canadian universities. When reflecting on our study, we drew inspiration from Roberts et al., (2020) who highlight the ethical challenges that emerge when conducting virtual qualitative research with a community that is experiencing the harrowing effects of COVID-19 in real time. Yet we also departed from such work by considering the added ethical complexity of conducting research during COVID-19 with research participants and with research team members who have transnational lives. In answering the question, "how do you design a virtual qualitative research project with research participants and with a research team whose lives are transnational," we discussed how our use of transnational feminist queer methodology allows us to emphasize accountability and flexibility and recognize the multiple-and-varied social locations of our research participants and our research team members. We realized that working with research participants who have transnational lives means that notions of risk and consent cannot only be considered from the standpoint of the individual who is participating in the project. Instead, it is paramount that risk and consent be considered from the standpoint of the individual's larger, transnational community and location in global, geopolitical contexts. Transnational feminist queer methodology also allowed us to see the challenges and possibilities of virtual qualitative research. While Zoom presented challenges (namely, that our participants were concerned about their privacy), we found the functionalities of Zoom to enhance our research. Specifically, we found that the chatbox deepened participant engagement through the sharing of memes and GIFs, allowing more rapport to develop. Ultimately, we argue that virtual qualitative research is not an inferior alternative to in-person research but should instead be seen as a different way of doing research, one necessitating distinct methodologies and methods.

The Sociological Confessional: A Reflexive Process in the Transformation From Face-To-Face to Online Interview

This aim of the article is to reflect on a new quality in the researcher-participant relationship caused by the transformation from a face-to-face to an online interview (on the Zoom platform during two first waves of the COVID-19 pandemic). It reports methodological learnings from autoethnography. The concept of an interaction order (Goffman) provides a theoretical lens through which the researcher-participant encounter is being analysed. The study is based on the reflections referring to 31 online in-depth interviews with women (mothers in an 'empty nest') conducted by a team of five female researchers. Online research was depicted in literature as an option of a second choice for conducting qualitative studies before 2020 and an online methodology as one in need to be tested. In order to provide the context of our methodological learnings, we will present an overview of our study. Our study consisted of 31 online in-depth interviews with women (mothers in an 'empty nest') and was conducted by a team of five female researchers. After having reflected on our experience from the field, called 'the sociological confessional', we claim that online interviews have potential to be the option of the first choice to conduct in-depth interviews. We do not see the lack of immediate presence in remote interviews as a setback. On the contrary, we believe that thanks to introducing practices of care about the participant, the revised methodology not only meets the criteria of the qualitative IDI standards, but diminishes emotion work (Hochschild, 1983) on the part of the researcher as well. We find our 'report from the field' unique: (1) our study was not planned to be conducted online and (2) it has succeeded in gathering equivalent data during the first stage of the pandemic. [ FROM AUTHOR] Copyright of International Journal of Qualitative Methods is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

'I Enjoy Having Someone to Rant to, I Feel Like Someone is Listening to Me' : Exploring Emotion in the Use of Qualitative, Longitudinal Diary-Based Methods

Emotions and the emotional labour of researchers have been increasingly recognised in social science disciplines, with many researchers providing personal and reflexive accounts. Such debates are less well recognised in health-related disciplines, particularly public health, who remain at earlier stages of valuing and understanding qualitative research. Drawing on personal experiences and methodological reflections gathered from a qualitative study, undertaken with young people over the course of 16 months during the COVID-19 pandemic in England, UK, the aim of this article is to offer further insight into the impact of researcher emotion, by specifically focussing on longitudinal, diary-based methods. My reflections are framed as three overlapping and intersecting themes. First, that qualitative longitudinal methods (and diary studies in particular) have enormous potential to curate rich emotional narratives. Second, that despite these positives, there are tensions or conflicting dynamics in using a method which helps to explore young people's emotions but also involves emotional labour for the researcher. Third, that greater attention should be paid to ensuring ethical care for researchers, particularly those engaging with qualitative longitudinal and/or creative methods. Such strategies should not solely rely on self-care and must be considered at institutional or funding body level. To this end, my personal experiences and reflections, as well as those from previous offerings, are used here to underpin a framework for researchers or research teams embarking upon novel qualitative longitudinal methods: 1. Do not underestimate emotional burden. 2. Ensure meaningful debriefing is available. 3. Establish boundaries. 4. Make space for emotion throughout fieldwork as well as during analysis and writing ('entering and exiting the field'). [ FROM AUTHOR];Copyright of International Journal of Qualitative Methods is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Practical Considerations in Qualitative Health Research During the COVID-19 Pandemic.

The COVID-19 pandemic has forced both quantitative and qualitative health researchers to adapt and strategize data collection strategies without causing any harm to the participants or researchers. This has resulted in utilizing various types of strategies such as online surveys and synchronous virtual platforms such as Zoom and Webex. This transition from face-to-face to synchronous online platforms has helped in increasing coverage as well as reaching participants who are otherwise unreachable. While quantitative health researchers seem to have made a seamless transition to synchronous online platforms, qualitative health researchers who rely on studying participants in their "real-world-settings" are facing unique challenges with online data collection strategies. This article critically examines the benefits and challenges of implementing qualitative health research studies via synchronous online platforms and provides several practical considerations that can inform qualitative health researchers. It can also assist Institutional Review Board members in reviewing and implementing qualitative health research study protocols in a manner that preserves the integrity, richness, and iterative nature of qualitative research methodology.