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Introduction - How to conduct research remotely step by step

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GatherData - How to conduct research remotely step by step

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Collate and Analyze - How to conduct research remotely step by step

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This padlet will show you how to conduct research remotely step by step. Before that, let's take a look at the research cycle and find out what's the main difference between conducting a research in-person and remotely.

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Design and plan the research project - How to conduct research remotely step by step

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A complete research cycle includes the following steps:

1. identity the research topic and research questions
2. conduct a search of the existing literature
3. design and plan the research project
4. gather data
5. collate and analyze results
6. write up
7. present

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Comparing to an in-person research, remote research has different features mostly in step 2, 3, 4 and 5, and that will be the focus of discussion here. For more information, you can check out a case study here:

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For remote research you can't just go to the library and search for literature as you would normally do, but you can use a lot of online resources, which are described below.

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Nusearch - How to conduct research remotely step by step

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The online library is our first choice. The online library system TUNIC used is called NUsearch, which can make it easy to find online versions of a large number of books in your major. There are only a few simple steps to use this system:

1)      Send an E-mail to the library with an attachment to the registration form. The registration form can be found the first time you try to log in.

2)      After obtaining permission, open the NUsearch url and enter a keyword in the search bar to find available information.

url for NUsearch:

https://nusearch.nottingham.ac.uk/primo-explore/search?vid=44NOTUK

The E-mail address for delivering the registry:

LS-Circulation-Manager@exmail.nottingham.ac.uk

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GoogleScholar - How to conduct research remotely step by step

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Google Scholar is a reliable academic source and you can easily access some of the electronic academic journals on this website. Here are some tips for using Google Scholar.

1) You can try to use multiple keyword combinations to find resources more efficiently.

2) You can filter the published year of articles in the sidebar on the site.

3）You can choose whether to filter patent articles and citations in the sidebar of the website.

url for Google Scholar: https://scholar.google.com/schhp?hl=en&as_sdt=0

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When you do remote research, citation is an inevitable part of the process. Harvard Reference is used in universities. The following is the explanation of Harvard Reference: https://www.mendeley.com/guides/harvard-citation-guide

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Switching from In-person to Remote Study due to COVID-19 | UX Research Case Study

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1.Usage Data
there might be data already gathered at your space’s organization that will be valuable for helping you make decisions. For example, it can be useful to gather data about (1) computer usage, (2) transactions at a service point, and (3) existing building use (gate counts, head counts, etc.)

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Spring 2008-Fall 2010

Background

While staff at NC State University Libraries' D. H. Hill, Jr. Library at North Carolina State University have long been aware that the demand for group study rooms outstrips the available supply, data collected by the online group study room reservation system has not been analyzed in depth. In 2011 the Digital Library Initiatives Department joined with Access and Delivery Services and Research and Information Services to perform an analysis of the available data.

The current online reservation system for group study rooms has been available since January 15, 2008. While another online reservation system existed prior to 2008, the system had various technical glitches â€" such as the inability to prevent double bookings â€" and was not used heavily. The new reservation system was developed to remedy technical glitches and to improve the user experience. In the current online room reservation system patrons are able to reserve a room for up to two hours once in a 24-hour period. Information captured by the reservation system includes the date and length of the reservation, whether the room reserver is a student, staff member, or faculty, and the major of each student.

Research Questions

While many of the stakeholders' questions were supported by the data, some were not. This was because certain fields are not required and some information is not tracked by the room reservation system. Questions that could be addressed include:

What are temporal trends in use of group study rooms, for example, over the years, the course of a semester, day of the week, and hour of the day?

Are some rooms reserved more than others?

What is the breakdown of room reservers by role?

Do we see a core set of people reserving rooms over and over? If so, what is the breakdown of reserver roles within this group?

What are patterns in the length of time for which rooms are reserved?

Questions that could not be answered include:

What patterns do we see in stated reasons for room reservations?

What patterns do we see in student reservers broken down by gender or by year in school, or by graduate student versus undergraduate student?

Of all student room reservers and of the most frequent room reservers, what is the breakdown of college majors?

Executive Summary

The number of reservations made per semester over three years has remained fairly constant with the exception of a significant increase in use over the course of the first semester that the current online room reservation system was put in place. This increase can probably be attributed to the success of the system itself in helping users reserve rooms. Lack of much fluctuation in usage rates from semester to semester since Fall 2008 may lend support to the argument that group study rooms have been functioning at near capacity for several years.

Group study room usage is highest Monday through Thursday and lowest on Saturday. In terms of hour of the day, 3:00pm to 6:00pm represents the peak usage time, though usage is also high from 10:00am to midnight. Group study room usage is lowest from 1:00am to 8:00am. Usage increases over the course of the semester, peaking at the end of the semester in week 17 and falling rapidly during the end of finals (week 18). Use is lowest at the beginning of the semester (weeks 1-3), but fairly high for the rest of the semester, with the exception of holidays.

All ten study rooms have remarkably similar total usage. Each room accounts for 9-11% of the total. This could imply that patrons have no preference for one room over another, or that patrons rarely have the ability to choose which room they want due to high demand. When reservations are analyzed during the lowest usage period in order to offset the effects of limited room options, usage is still fairly evenly distributed across rooms, but Learning Commons Group Study Room A is the most popular room and the Bookstacks Floor 2 Group Study Room (which is configured differently than that other tower study rooms) is among the least popular study room choices. Bookstack study rooms other than Floor 2 appear to follow a general trend in popularity from lower floors to higher ones, though the differences in usage are quite small.

Students make approximately 87% of all room reservations. Faculty represent less than one percent of all room reservations, and NC State University staff represent 5%. Over three years, a fifth of all users have reserved a room only once. Almost half (43%) of all users have reserved a room up to five times. About 3% of all users have made reservations more than 20 times. Students represent 80-90% of all reservers in any given reservation frequency group.

Patrons vastly prefer to make the maximum length reservation available in the system; more than 60% of all reservations are for the full two-hour period allowed. Less than 10% of reservations are made for the minimum period of 30 minutes. This pattern holds true across individual rooms as well as the total set of room reservations.

Methodology

Data for ten group student rooms was analyzed. The study rooms for which data was analyzed include the Presentation Practice Room, Learning Commons Group Study Rooms A and B, and the seven group study rooms in the library stacks (Bookstacks Group Study Rooms 2 through 8). All of the group study rooms have the same equipment except the Bookstacks Floor 2 and the Presentation Practice Room. See Appendix A for a description of the technology and equipment in each room. Rooms that were not analyzed in this study include the Usability Research Lab (which can only be reserved with special permission), the Digital Media Lab (which differs from other rooms because reservations are for workstation use, not for the room itself), and the Mini-Theater. The Presentation Practice Room is reserved through a separate interface than other rooms.

A patron is able to reserve a room for up to two hours one time in a 24-hour period. Room reservations may not be extended, and patrons must choose to reserve a room in half hour increments up to two hours. The study rooms are open for use during the same hours as D. H. Hill Jr. Library, 24-hours a day Sunday through Friday until 10:00pm, and closed Friday and Saturday 10:00pm through 9:00am. Interactive visualizations (shown as static visualizations in the PDF version of this report) were created using Google Visualization API.

Visualizations and Findings

In order to observe temporal trends in usage of group study rooms, usage was examined over the years, by day of the week, by hour of the day, and over the course of the semester.

Reservations over years

The number of reservations made per semester for the ten group study rooms has increased at a slow rate over time with the exception of 2008. There was a 50% increase in number of room reservations from Spring 2008 to Fall 2008.

The most logical explanation for the increase in study room usage is the creation of the new online room reservation system itself. Large increases in use support the idea that the 2008 reservation system succeeded in providing a more effective tools for patrons and that the marketing of the tool on the website in Spring 2008 was effective. The small increases in use from semester to semester since Fall 2008 may lend support to the argument that group study rooms have been functioning at near capacity for several years.

Reservations by day of the week

When the number of room reservations for all rooms over three years is averaged, group study room usage was found to be highest Monday through Thursday and lowest on Saturday. This is the same pattern observed in patron computing transactions, and may indicate the general trend of library physical space usage over the course of a week (note that on Friday and Saturday evenings the library closes at 10:00pm and reopens at 9:00am the following day. Otherwise the library is open 24 hours a day). Once gate count data is analyzed, data should be compared for similarities or differences.

Reservations by hour of the day

When the number of room reservations for all rooms over three years is averaged, group study room usage is highest from 3:00pm to 6:00pm. This diverges from the pattern for patron computing logins, reference transactions, and gate counts, for which peak usage occurs between 11:00am and 4:00pm. Group study room usage is fairly high from 10:00am to midnight. Group study room usage is lowest from 1:00am to 8:00am. This period of lowest use commences later than the low use periods for other services examined to date within the library; the lowest periods of gate count entrance rates, reference transactions volume, and patron computing transaction volume begin at midnight.

The up-down patterns observed at certain points over the 24-hour cycle is most likely the effect of the high percentage of reservations that are two hours in length. For example, if most rooms are reserved for two hours beginning at midnight, there will be a dip in reservations beginning at 1:00am followed by an increase in availability and reservations at 2:00am.

Room reservations by semester week

When the number of room reservations for all rooms over three years is averaged, group study room usage is found to increase over the course of the semester and peak at the end of the semester in week 17, falling drastically in the very last week of the semester during the end of finals. Use is lowest at the beginning of the semester (weeks 1-3). However, use is fairly high from the week 4 through week 17. This trend is the opposite of the trend in patron computing volume in the library, which peaks at the beginning of the semester and then decreases gradually. The two large dips in usage represent the effects of Thanksgiving, Spring, and Fall breaks on the overall trend.

Reservation patterns by room

In order to determine whether patrons prefer some group study rooms to others, group study room reservations were broken down by room. All ten rooms under observations have remarkably similar usage over three years. Each of the ten rooms accounts for 9-11% of total usage. This could imply that patrons have no preference for one room over another, or that patrons rarely have the ability to choose which room they want due to high demand. The chart below shows a slight preference for the two Learning Commons group study rooms over other rooms. Most of the Bookstacks study rooms show very small differences in usage.

If the two rooms that contain different equipment (the Bookstacks floor 2 and the Presentation Practice Room) are considered apart, the graph above could be interpreted as showing a small preference for the study rooms closest to the ground floor. This might imply that patrons prefer to travel as short a distance as possible. The order of study rooms shown in the graph above also happens to be the order in which the rooms are displayed to users in the online reservation interface (again discounting the Bookstacks floor 2 and the Presentation Practice Room). The slight preference shown for rooms closer to the ground floor might instead imply that patrons have no preference for one of the eight identical study rooms over another but simply book the first room available in the online interface. This argument may be more plausible than the first because the graph shows that Learning Commons study room A is preferred over B. While both these locations are equidistant from the ground floor, A is the first study room listed in the online reservation system. Less use of Presentation Practice Room may reflect the fact that reservation of the room is through a separate reservation system.

Reservation patterns by room during downtime

Several signs point to the fact that group study room usage may frequently approach maximum capacity, including anecdotal evidence from RIS staff, the fact that increases in use have remained low or steady for five semesters, and the fact that all ten study rooms have fairly similar shares of overall use. For this reason, use of individual study rooms was also analyzed during downtime in the hopes that preference patterns would be revealed when there is more room availability.

When total room reservations from 2:00am to 8:00am were analyzed, usage is still fairly evenly distributed across rooms and preference for Bookstacks rooms still follows the same general trend from lowest to highest. Of note is that Learning Commons A is more clearly the preferred study room. Learning Commons B is less popular during downtime and the Presentation Practice Room is more popular during downtime, but differences are within half a percentage point. The Bookstacks Floor 2 Room (configured differently than that other study rooms) remains among the least popular study room choices.

Room reserver analysis

Stakeholders were interested in better understanding the makeup of the group of patrons who reserves group study rooms. In order to examine this question, reservers were analyzed by role (student/staff/faculty), major (among students), and by frequency of reservation alongside role.

Reservation by reserver role

The room reservation system tracks information on the role of patrons making reservations. The role can be "student," "staff," "faculty," or "unknown." Student reservers represent approximately 87% of all room reservations made over the past three years. Faculty reservers represent less than one percent of all room reservations, and NC State University staff represent 5%. The remaining reservers were unidentified in a role.

When total room reservations from 2:00am to 8:00am were analyzed, usage is still fairly evenly distributed across rooms and preference for Bookstacks rooms still follows the same general trend from lowest to highest. Of note is that Learning Commons A is more clearly the preferred study room. Learning Commons B is less popular during downtime and the Presentation Practice Room is more popular during downtime, but differences are within half a percentage point. The Bookstacks Floor 2 Room (configured differently than that other study rooms) remains among the least popular study room choices.

Reservers by frequency of reservation

In order to determine whether the library sees a core set of reservers or numerous first-time reservers, patrons who have reserved rooms in the past three years were grouped by the number of times each had reserved a room. The results are shown in the graph below.

A fifth of all users have reserved a room only once. Almost half (43%) of all users have reserved a room between one and five times. About 3% of all users have made reservations more than 20 times over three years. The ratio of reserver roles remains fairly consistent across frequency categories, with students representing 80-90% of all reservers in any given reservation frequency group.

Reservations by Major

While the room reservation system is able to acquire information on student majors from other campus systems, this information is provided by the colleges and is not normalized. For example, many majors are listed several times by different names. It is impossible to conduct analysis of group study room use by major without normalized data. A second issue to consider when conducting analysis of room reservations by major is that different majors represent different percentages of the total student body. It would be more meaningful for analysis if we not only had a clear picture of what percentage of room reservations corresponds to which majors, but also the percentage of the total student body that corresponds to each major.

Hundreds of majors are represented in the room reservation database, and most compose fairly small percentages of total room reservations. An incomplete and quick data normalization process produced the graph below, showing an example of the top ten majors that have reserved group study rooms over the past three years. However, the data is fairly meaningless without further normalization. While the chart shows "biological sciences" to represent by far the largest number of reservations, this grouping probably comprises several different majors.

How long are rooms reserved for?

The room reservation system allows patrons to reserve a room for either half an hour, one hour, or two hours. Patrons' preference for duration of reservation was averaged over three years.

Patrons vastly prefer the maximum-length reservation available in the system. Almost two-thirds of all reservations are for the full two-hour period allowed. Less than 10% of reservations are made for the minimum period of 30 minutes. This pattern holds true across individual rooms as well as the total set of room reservations, with 30-minute reservations ranging form 6-7% of the total, one-hour reservations ranging from 25-35% of the total, and two-hour reservations ranging from 58-68% of the total per given room.

The high percentage of maximum-length reservations could be a side effect of the fact that there is no penalty or cost to reserving a study room for the maximum amount of time. If a group is unsure how long they will want a room, the only safe option is the full two-hour reservation, since rooms tend to fill up.

Addressing further questions

One question that remains to be answered is what patrons are actually doing in the group study rooms. Are they using them for group study or for individual study? Are they taking advantage of the technology and furniture or simply using the rooms as quiet study areas? There is no way to determine this information with the data gathered by the online room reservation system. The Libraries would need to gather observational data manually.

If stakeholders are interested in looking at reservation patterns by major, someone will need to map the majors to a normalized list of majors.

Patterns in reasons why patrons reserve rooms could not be analyzed because very few patrons list a reason. This field is not required and almost no one fills it out. If stakeholders want to be able to analyze reasons for room reservations, there will need to be a required field. Stakeholders could consider adding a short list of controlled options from which users could check one or more activities alongside the optional free-text reason field. The optional free-text reason field is used to feed GroupFinder display data and should not be transformed into a controlled activities list.

Appendix A

Tower group study rooms on floors 3 through 8 as well as the Learning Commons study rooms A and B are equipped with identical technology. The technology in these rooms includes:

Wall-mounted 43" LCD screens with speakers and central VGA plugins for sharing the screen

Large work table with eight chairs

Movable whiteboards

The bookstacks group study room on floor 2 does not have any technology, only space for study.

The Presentation practice room includes:

LCD Overhead projector

14 foot mounted dry-erase board

Walk-and-Talk interactive whiteboard

Reconfigurable tables to seat 14

Podium

Smart Glass exterior wall that can be made clear or opaque

Last updated: July 18, 2011

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Group Study Room Usage Patterns: Visualizing Library Data

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While staff at NC State University Libraries' D. H. Hill, Jr. Library at North Carolina State University have long been aware that the demand for group study rooms outstrips the available supply, data collected by the online group study room reservation system has not been analyzed in depth.

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2.Observation
Formal observation of users is an inexpensive method for discovering more about learners’ behaviors and uses of existing spaces.

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Formal observation of users is an inexpensive method for discovering more about learners' behaviors and uses of existing spaces. Observation can lead you to new information about your users and take you into environments at your organization where you don't often go. The primary purpose of observations is to describe. Observation descriptions should include a description of the setting, any activities that occur in that setting, the individuals who were involved in the activities, and the significance of what was observed. Combining observation with photo-taking can lead to even richer information gathering about how learners use existing spaces.

Strengths

Inexpensive, only requires staff time and note-taking materials

Can be used to gather evidence of actual behaviors in a space rather than reported behaviors; allows researcher to test assumptions about spaces, technologies, and other features

Enables staff to notice more deeply the activities routinely going on around them and to experience spaces and activities at less familiar locations at the institution

Weaknesses

Validity and reliability of the data may be affected if the people in a setting know they are being observed

Difficult to assess preferences and opinions from observation alone

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Formal observation of users is an inexpensive method for discovering more about learners' behaviors and uses of existing spaces. Observation can lead you to new information about your users and take you into environments at your organization where you don't often go. The primary purpose of observations is to describe.

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3.Interviews
Interviews can provide invaluable insight into the behaviors, attitudes, and preferences of a space’s current or potential users.

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The following questions were use during a series of interviews with undergraduate students at North Carolina State University. The study was undertaken as part of planning for the James B. Hunt Library. The main research questions were:

What are NCSU students' space preferences for doing different kinds of work?

What technologies do students use / need for their academic work?

Demographics

Name:

Degree program/subject:

Year of Study:

Recent Study Experiences

Tell me a little about your day yesterday on campus? Or if you weren't on campus, tell me about the last day you were on campus?

Was that a typical day? If not, what happens differently on a typical day?

Kinds of Work

What types of academic work do you do routinely?

When you're on campus, where do you spend most of your time?

Does your department have a library, lounge or study space, in its building? Do you study in these
departmental spaces? Why do or don't you study there?

Think back through your years at NCSU. Has the kind of course work changed a lot since you were a
freshman? Sophomore? Junior? Senior? For example, do you do more studying on your own or
more group projects?

Spaces

Where do you study? (get specifics, not just "in the stacks")

Ask about each major kind of academic activity they do.

How often do you go to [X space]?

For each place: Why there? What do you like about that place?

Why not elsewhere?

What are your least favorite places to study and why?

Are there places that you'd prefer to study in but don't / can't? (e.g.: due to access, location, schedule, etc.)

What kind of setting 'gets you in the mood' to study/do work?

What is the ideal setting for you when studying? (prompt for furniture, lighting, noise, how much
space to spread out, etc.)

Do you study in different locations for different purposes? If so, why? What makes one space better or
more suitable than another?

Do you tend to stay in one place when you study, say "camp out for a while" or do you use different
places and move around?

Use of Library

Do you ever use the library? For what purposes? (which library/libraries, what activities)

How often do you use the library? (e.g.: 0-5, 5-10, more than 10 times per month)

Are there certain times of day or days of the week that you use the library?

Have you ever gotten help from library staff? Tell me about your experience.

Technology

What technology do you use for school projects?

How do you take notes in class?

Do you have a laptop? Do you bring it to campus?

Do you have printer?

How do you communicate with your group members if you're working on a group project?

When you have to work on a major project on your computer how do you keep track of all your digital
"stuff"? (articles, PDFs, Word Docs, your draft assignment).

What technology do you like to carry with you vs. have provided wherever you you go?

What technology do you use in the library? (ask only if student uses the library)

Are there any technologies in [their preferred work space] that we don't have at the library or at other
frequent study spaces?

Collaboration

How often do you get together with others to study?

What kinds of places/spaces are best for this?

How often do you meet with others for a group project/assignment?

What places are best for this?

What types of activities do you do while working on these group assignments?

What types of tools/technology do you use when working in groups?

What challenges do you face when working on a group project?

What would your ideal space look like for collaborating with a group on a project?

Service Preferences

When you go into a store how do you figure out whatever you need to figure out when you're there?

When you go into a store, how do you usually want the staff to interact with you?

Tell me about recent really good customer service you've had.

If you needed to figure out something you need to do with your computer, how would you do that?

Let's say you were working in the library and encountered a problem - it could be any sort of problem
(technical, printing, getting information, directions to a place in the building) - what would you do?

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The following questions were use during a series of interviews with undergraduate students at North Carolina State University. The study was undertaken as part of planning for the James B. Hunt Library. The main research questions were: What are NCSU students' space preferences for doing different kinds of work?

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4.Focus Groups
Focus groups can be used to understand participants’ work habits, types of assignments, gaps in existing spaces and services, and more.

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Focus groups are a great way to learn about users' preferences through group dialogue, but they can also be time-consuming and subject to limitations. Be sure to consider the following when planning focus groups.

Focus groups should consist of at least three and no more than eight individuals.

Recruit and schedule more participants (about eight) than needed to account for those who do not show up or cancel at the last minute.

Organize participants into homogeneous groups, such as similar ages, academic year, major, gender, and the like. Grouping individuals in this way contributes to a more comfortable environment and can encourage people to speak more freely.

Sessions will need a moderator to facilitate the discussion in the groups. The moderator should be an effective communicator and someone who can build rapport with the participants, encouraging them to speak. Consider using a facilitator who is not closely associated with the spaces, services, or other topics that will be discussed in the focus group. For example, you may want a non-library staff member to lead a focus group about a library's spaces and services. Having a facilitator removed from the issues for discuss may help the participants share honest feedback.

Focus groups also need an assistant moderator, who should take detailed notes during the sessions (noting visual cues, body language, and who is speaking when). An assistant moderator may also manage recording the session, and usually has minimal interaction with the group.

Decide with the research team on how structured the focus group will be, and write a script of questions that will be posed to the group.

Questions should be structured from general to specific, starting first with a brief ice-breaking question to put the group at ease.

Questions should be open-ended to generate discussion. Avoid "yes" and "no" questions. Starting questions with "What" or "How" will frequently encourage the most participation from the group.

The setting where the focus group is conducted should be comfortable, quiet, and free of distractions. Participants should be seated at one table where they can all see each other as well as the moderator. Providing refreshments also helps establish a relaxed atmosphere for participants.

Six questions will take approximately one hour to cover in a small focus group, so plan questions accordingly and keep track of the time during the sessions.

IRB approval is necessary when working with human subjects. Work with your institution to apply for the appropriate IRB exemptions and/or approval before working with any participants.

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Focus groups are a great way to learn about users' preferences through group dialogue, but they can also be time-consuming and subject to limitations. Be sure to consider the following when planning focus groups. Focus groups should consist of at least three and no more than eight individuals.

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5.Surveys
Surveys can provide a breadth of information about your users’ preferences and behaviors pertaining to existing learning spaces and technologies, which can inform decisions for planning a new space.

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The most recent MIT Libraries Survey was conducted in November 2017. The Libraries' triennial survey provides us with the data we need to continually improve our collections and services, and to anticipate emerging needs of MIT faculty, students, and staff. This year's survey was entirely overhauled from previous years, allowing us to focus on potential future services and needs, rather than documenting how the library is used now. We also expanded our respondent pool to include all staff other than library staff, as well as faculty, students, and teaching staff.

More information about the survey, including response rates, trends found, and results files will be forthcoming.

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LibGuides: Assessment in the MIT Libraries: MIT Library surveys

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The most recent MIT Libraries Survey was conducted in November 2017. The Libraries' triennial survey provides us with the data we need to continually improve our collections and services, and to anticipate emerging needs of MIT faculty, students, and staff.

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How do you collect this data? One of the most crucial tools for collecting — as well as organizing, analyzing and activating data — is the data management platform, or DMP. Your DMP can help facilitate all these steps and provide you with the tools you need to make the most of your data.

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The term “primary data” refers to data you collect yourself, rather than data you gather after another party initially recorded it. Primary data is information obtained directly from the source. You will be the first party to use this exact set of data.

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Qualitative data is descriptive, rather than numeric. It is less concrete and less easily measurable than quantitative data. This data may contain descriptive phrases and opinions. Examples include an online review a customer writes about a product, an answer to an open-ended survey question about what type of videos a customer likes to watch online and the conversation a customer had with a customer service representative.

Qualitative data helps explains the “why” behind the information quantitative data reveals. For this reason, it is useful for supplementing quantitative data, which will form the foundation of your data strategy.

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Quantitative data comes in the form of numbers, quantities and values. It describes things in concrete and easily measurable terms. Examples include the number of customers who bought a given product, the rating a customer gave a product out of five stars and the amount of time a visitor spent on your website.

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Determine What Information You Want to Collect

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Set a Timeframe for Data Collection

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Determine Your Data Collection Method

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Collect the Data

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Analyze the Data and Implement Your Findings

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Brainstorming

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The research design is a framework for defining research questions and planning a research. The research plan is a compass for the entire research project. For remote research project, the methods can be used is limited. Thus, the research design should be considered what aims can be done on line.

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Although conducting a research remotely has many limitations, using the right online tools can make conducting a research easily. We can design the research with following tools:

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Zoom can be a very helpful tool in conducting an interview.

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Survey Monkey is a perfect website in organizing a online questionnaire.

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Looking for targeted responses to your surveys?
Get the responses you need in minutes with SurveyMonkey Audience, our trusted panel of more than 175 million respondents from across the globe.

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SurveyMonkey: The World's Most Popular Free Online Survey Tool

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Use SurveyMonkey to drive your business forward by using our free online survey and forms tool to capture the voices and opinions of the people who matter most to you.

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EndNote is designed to help you organize your research and create proper references and bibliographies. Especially useful when writing essays and when you need to keep your sources in check.

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With EndNote X9, you can leave behind the tedious work of formatting bibliographies, finding full text, and searching for references.

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Our policy towards the use of cookies All Clarivate Analytics websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser. With EndNote X9, you can leave behind the tedious work of formatting bibliographies, finding full text, and searching for references.

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Collecting high-quality data is foundational for your research's success.

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Collecting high-quality data is foundational for your research's success.

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1.Improving Your Understanding of Your Audience
2.Identifying Areas for Improvement or Expansion
3. Predicting Future Patterns
4. Better Personalizing Your Content and Messaging

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In this section, you can find the Internet resources being used before:

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1. Kaplan Module: PM600 https://pathways.kaplaninternational.com/mod/hvp/view.php?id=358841

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2.https://www.leadquizzes.com/blog/data-collection-methods/

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3.https://www.pmdrill.com/data-gathering-techniques-pmp/

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4.https://www.lotame.com/what-are-the-methods-of-data-collection/

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5.https://www.formpl.us/blog/data-collection-method

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6.https://www.simplilearn.com/why-e-learning-article

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To design a perfect remote research the following video may also be very helpful.