Proceedings of the 8th World Conference on Qualitative Research

Introduction:
Recent pandemic responsiveness has prompted increased online qualitative data collection. This methodological paper examined ways to responsively revise data collection procedures for online contexts. Few researchers have offered detailed discussions reflecting on how and/or why they maintained or adjusted in-person data collection techniques for online shifts. This paper pulled on lived experiences from four researchers who evaluated their online data collection practices, galvanized by evidence from peer-reviewed research.

Goals and Methods:
The following research questions guided this project: (1) How did qualitative data collection change when research rapidly shifted online? (2) What were essential elements to consider from in-person to online qualitative data collection practices? The goal was to inform qualitative researchers of key concepts to consider in adjusting to online/hybrid data collection based on a fusion of the literature alongside experience from professional practice. 

Results: Our investigation identified several core areas to consider in reconceptualizing data collection approaches for online/hybrid contexts.

Examining differences in proximity and amplification with online, facial-emphasis communication.
-Increasing methodological reflectivity to monitor differences in online data collection specific to researchers’ areas of emphasis. 
-Minding if (and how long) researchers need visual over audio-only data. 
-Strengthening awareness of truncated corporal visuality in online contexts, requiring lowered inferencing and higher-detail descriptions, necessitating increases in on-the-spot member checking.  
-Increasing research-oriented professionalism to counterbalance often casual social or classroom-styled video chat practices.    
-Enhancing reflectivity regarding transcription. 
-Maintaining procedural flexibility and appropriate balance for potential hybrid situations.
-Increasing temporal accessibility vis-à-vis boundaries.

Conclusions:
Given that remote work—across all educational sectors—is now an expectation rather than an emergency transition, qualitative researchers must recognize the need to be fluent in online and hybrid data-collection modes. This examination is intended to highlight several key considerations for reconceptualizing data collection for online contexts.