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Denzin, Norman and Yvonna Lincoln. 2011. "Introduction: The Discipline and Practice of Qualitative Research," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage.

Lincoln, Yvonna, Susan Lynham and Egon Guba. 2011. "Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage

Morrison, M. (2007).   What do we mean by educational research?’ In M. Coleman & A. Briggs, Eds. Research Methods in Educational Leadership and Management. London, England: Paul Chapman Publishing.

Coverdale-Jones, Tricia. 2012. "Success Factors in the Implementation of eLearning in a UK Institution: The Case of One Faculty," in Rebecca Clothey, Stacy Austin-Li and John Weidman, Eds. Post-Secondary Education and Technology: A Global Perspective on Opportunities and Obstacles to Development. New York: Palgrave MacMillan.

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Coverdale-Jones used a qualitative approach with her examination of the Open University of the UK. She did not specify whether or not she conducted interviews or created questionaires, however I came to the conclusion that her reserach findings were based on her personal observations. In guiding her readers through her research Coverdale-Jones first addresses the school's need toward the improvement and expansion of their e-Learning programs and platform, she describes the initial actions taken, she explains the development of the e-Learning coordinators and online course developer's roles in the faculty, she then describes some of the technical improvements made, she then lists the ways of how the changes made improvements to the different areas of the schools, she provid an overview of current trends in e-Learning and discusses the future of e-Learning, and lastly she shares some of the university's lessons learned from the overall process.

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The methodology to Coverdale-Jone's research was qualitative. Although her research was not heavily based on a scientific method, she thoroughly explained the different road blocks, considerations, decisions made and thought process of the faculty that lead the to the set of changes implemented. The experimental aspect of her research allowed her to dive into one university and observe their particular outlook on how to build a successful e-Learning platform for its students.

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Coverdale-Jones, in her research, although qualitative, did not include her personal experience she has with e-Learning, however she is able to see a shift in the way online learning has become useful to modern day higher education. Through her findings, Coverdale-Jones notes from much of an objective perspective that improvements made to e-Learning within the university has not made much of an impact in the use of student's learning, however, "it is clear that student expectations of the use of technology have an impact on their perceptions of ways of learning" (p.122)

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I did not find Coverdale-Jones' research questions clearly addressed any where in the article. The author did however take her readers through the process of how the university decided on making improvements and all the actions taken to improve student use of e-Learning tools. The main research question is based on the research goal of finding out whether or not the e-Learning improvements made by the university were considered successful or not.

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The research goal was to "consider the implementation of strategies, policies, and actions to improve the use of e-Learning within a UK university" (p.111) and to determine whether or not the implementation of such changes was a success to students.

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The ontology expressed in  Coverdale-Jone's article appears that she believes our world is changing due to the heavy influence of technology and the reality is that universities need to make the necessary improvements in order to keep up with the evolution of education. She explains "As in other spheres any change in the academic world requires support at all levels if it is to be successful. At the same time there is an awareness of the competitive climate in UK higher education which motivates stakeholders to consider change" (p.123).

The nature of the article shows a positivist outlook on the way in which UK universities, in general, is progressing. In her research, she studies only one university and examines the ways in how changes to their strategies, policies and actions may or may not improve the learning experience of it students. By doing so, the reader is unable to grasp the impact of improvements to the overall use of e-Learning projects to the wider class of post- 1992 "polytechnic" universities as mentioned early on in her article. I think that if Coverdale-Jones really wanted to determine true success factors of e-Learning, perhaps a comparison of strategies and implementations amongst a number of different UK universities would create more promising results and conclusion. Her research on success factors, I believe was too narrowly focused to one university and their set of changes, only for the reader to find out that the technological changes did not make any significant improvements, according to the student feedback.

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In her article, Coverdale-Jones, I would say, expresses that of a positivist paradigm. She does not express a particular standpoint or strong opinion on the use of e-Learning, she simply reports her findings from an objective point of view. As a world citizen, and a learner herself, in her article, Coverdale-Jones doesn't include herself inside the research nor does she express she is an expert in knowledge about e-Learning. She presented her research without 'feelings' as it was mainly observable through the experience of the one university. Coverdale-Jones' research is driven by the curiosity about the relationship between the world's fast growing technology and the ways in which our younger generation of "digital natives" obtain their knowledge.