• Ethical Considerations
  • Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex




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    Truthfulness 
    The barriers to access are multidimensional, and this study investigated the experiences 
    of 10 minoritized students only. One of the aims of this study was to present a set of guidelines 
    or recommendations for practitioners. The small sample size may be a limiting factor; however, 
    because this study sought “believability based on coherence, insight, instrumental reliability, and 
    trustworthiness” (Creswell, 2007, p. 206), data may reveal useful insights about experiences of 
    participants that may resonate with the experiences of other minoritized students in HyFlex 
    courses.
    It is unlikely findings from this study will be generalizable to all levels of education or to 
    all institutions serving minoritized students everywhere, but it is also unlikely findings would be 
    entirely irrelevant or useless for practitioners and researchers. Findings of the study, and the 
    truthful reporting of those findings, provide as faithful as possible of a representation of the 
    voices and experiences of participants, and the resulting guidelines and recommendations should 
    have some generalizability in the context of the California Community College system and the 
    University of California and California State University (CSU) systems because it is standard 
    practice for community college transfer programs to have articulation agreements with 4-year 
    institutions in the state. Therefore, graduating transfer students from California Community 
    Colleges are likely to transfer to University of California and CSU institutions because of the 
    existing articulation pathways. This means students at universities like San Francisco State 
    University—as an example of a CSU—have much in common with Skyline College students. 


    63 
    Ethical Considerations 
    This study was conducted as prescribed by the Institutional Review Board at San 
    Francisco State University, upholding the strictest protocol methods to ensure participant 
    confidentiality and protection of human subjects. I presented all participants with a copy of the 
    informed consent letter explaining the purpose, procedures, risk, and their right to withdraw from 
    the study at any time (see Appendix B). In reporting and discussing the data, data analysis
    findings, participants’ names, institutions, and any identifiable information have been changed to 
    protect the identity of the participants. 
    Although strict measures were taken to protect the participants’ identities, the study did 
    involve minimal potential risk of loss of privacy. To minimize this risk, as soon as each 
    interview transcription was completed, I deleted the original audiovisual recording from the hard 
    drive and ensured no copy was stored in the Zoom cloud storage system. Using password-
    protected files accessible only to me as the sole researcher, as Bogdan and Biklen (2007) 
    recommend, all transcripts and electronic documents were stored in a password-protected Box 
    account provided by San Francisco State University.
    Because participants have the right to anonymity indefinitely, all recruitment scripts, 
    demographics surveys, consent forms, and communication exchanges via email emphasized the 
    voluntary nature of their participation in the study. I did not communicate with any of the 
    participants in person. Furthermore, I made sure participants understood their right to decline to 
    answer any of my questions and their right to terminate the interviews at any time for any reason 
    without consequences.


    64 

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    Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

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