Developing interview questions from research questions

Means negotiating the difference between

• 'what we want to find out' and 'what the learner wants to tell us'
• language of researcher and language of learner
• a real conversation in which both sides are open to change

Abstract questions lead to vague answers and impersonal generalisations

• Either start from, or quickly work towards, real incidents, artefacts and behaviours
• Seek examples to back up self-reports and stated opinions/beliefs
• Artefacts can be very powerful - make sure you can access them or ask learners to bring them along
• Artefacts learners have created, or events they initiated, are usually more revealing than materials or tasks determined by a tutor
• Tease out beliefs and feelings about the real incidents they offer

Iterative development of interview questions and prompts

Iterations within the interview

• rephrasing questions
• checking understanding
• seeking further examples and counter-examples
• returning to stated beliefs and feelings from different contexts

Iterations across a series of interviews

• cross-checking between participants ('some people have suggested...')
• refining prompts and follow-up questions between interviews
• introducing new questions in response to emerging themes

These are only possible if interviewer is really listening and responding!

Examples of interview questions

• The E4l project conducted semi-structured interviews using interview plus and product cards the interview structure from the e4L Project (Word document)
• PB-LXP: has conducted semi-structured interviews with Open university students from a number of disciplines covering social work, business studies, engineering and computing. You can download the PB-LXP interview questions (Word doc).
• LexDis also conducted semi-structured interviews using the interview plus methodology where technologies often provided a catalyst for further conversation and the sharing of strategies.  The Leaner Profile questions were included in the interview form

Author: Helen Beetham
Date: June 2007