"Goodness" Criteria for Qualitative Research from the Viewpoint of Paradigm Theory

Abstract

Although the importance of qualitative research has been recognized among practitioners and researchers of Educational Technology, consensus of "goodness" criteria among professionals has not yet been well established. In this paper, the author clarifies that the differences between two paradigms are rooted in their basic assumptions so that methodologies and goodness criteria should be different in qualitative and quantitative research. Since qualitative research includes a variety of approaches, it is not appropriate to apply the same rigorous criteria of quantitative research to qualitative research. In addition, since Educational Technology is regarded as an interdisciplinary field, researchers need to appreciate different paradigms, respect other methodologies, and develop new criteria for qualitative research.