As researchers, we must acknowledge the current context in which we live. The COVID-19 pandemic, and the social distancing and health measures that have come along with it, have required us to get creative in terms of methodological approaches and means to connect with communities. COVID-19 and the associated societal changes have forced us to challenge the perceptions that quality research can only be conducted in in-person settings and has allowed for more unique methods “in the pursuit of gathering trustworthy, rigorous and authentic qualitative data” (Reñosa et al., 2021). Online and remote fieldwork has brought upon newfound networks, access to audiovisual data, and opportunities for engaging with participants in ways that may not otherwise have been recognized (Howlett, 2022). 

There was a time when real-time meetings and interviews were limited to platforms specific for video calls, such as Skype, but in today’s world we have seen a large increase in other applications—like Facebook, Instagram, and Whatsapp, just to name a few—integrating video calls into their platforms. Mediated approaches to video conferencing have proven to be particularly useful for remote data collection (Howlett, 2022) as the dynamic environment and real-time nature encourages participants to respond honestly and avoid overthinking their answers or limiting themselves to socially desirable responses (Mann and Stewart, 2000). A particular affordance of video calls includes access to both verbal and nonverbal communication, such as eye-gaze, gestures, and body language, suggesting an authentic experience comparable to in-person interviews (Sullivan, 2012). 

Zoom—an innovative videoconferencing platform—has greatly risen in popularity and usage during the COVID-19 pandemic as an accessible alternative to in-person meetings, classes, and data collection methods. As of Spring 2022, all current UCI students, staff, and faculty have licensed Zoom subscriptions sponsored by the university. Archibald and colleagues (2019) gathered and summarized the perceptions and experiences of researchers and participants as they navigated the Zoom video conferencing platform with the intention of collecting qualitative data. The majority agreed that Zoom was a useful method for qualitative data collection, and 60% preferred Zoom over in-person meetings, telephone communication, or other video conferencing platforms (Archibald et al., 2019). 

The key advantages of using Zoom are summarized below:

• Building rapport between researcher and participant

1. 1. 1. Ability to identify and respond to nonverbal cues
      2. Screen and file sharing options
      3. Confidence in digital technologies

• Convenience

1. 1. 1. Access to geographically remote participants
      2. Greater flexibility
      3. Reduced/eliminated travel and/or venue costs
      4. Possibility to engage previously inaccessible participants

• User-friendliness

1. 1. 1. Ease of connection
      2. Straightforward and simple
      3. Robust but simple privacy/security options

 

The challenges or disadvantages identified are summarized below:

• Difficulty joining due to the following:

1. 1. 1. Low Internet bandwidth
      2. Outdated hardware
      3. Limited webcam and/or microphone functionality

• Video or audio quality issues

1. 1. Use of older devices
   2. Dropped calls or lag

 

International Perspectives

It is important to consider international perspectives as we discuss the uptake of videoconferencing platforms to collect qualitative data, particularly because this pandemic has caused major effects on the global scale. Reñosa and colleagues (2021) present lessons learned from four case studies from the Philippines, Zambia, India and Uganda as related to the affordances and challenges of remote data collection during the pandemic. Summaries of each experience are described below, along with potential takeaways that we may choose to apply to our own remote data collection.

Case study 1: overcoming fear of online interviewing in the Philippines

• Fear surrounding engaging with online platforms
• Purchased and transmitted free mobile data packages to participants in advance
• Conducted systematic debriefings via Zoom at the end of each day
• A potential takeaway: Instead of meeting participants in person to establish informed consent by collecting signatures or fingerprints, participants might be allowed to sign consent forms remotely during recorded video calls

Case study 2: allaying respondent suspicions and building mobile rapport in Zambia

• For many participants, it was easier to discuss sensitive topics and life experiences while not in the physical presence of another person
• To prevent problems caused by poor network connection or phone battery challenges, data use and follow-up video sessions were scheduled early on 
• A potential takeaway: Provide a clear and comfortable introduction at the very start of communication to build rapport

Case study 3: rapid recruitment of respondents for remote interviews in India

• Relied on snowball sampling as a recruit strategy, which was especially helpful for recruiting participants in rural areas
• Scheduling was overwhelmingly speedy and flexible
• Remote meetings allow for sessions in the afternoons and weekends
• A potential takeaway: Consider that respondents may be in differing time zones

Case study 4: addressing interview fatigue in Uganda

• Interviews running over an hour resulted in impatient participants and lack of quality responses so they considered spilling interviews into two sessions
• During recruitment, it was stressed that participants should find a comfortable and private place for the interview
• A potential takeaway: Chatting briefly about the weather and family well-being at the start of the interview, and including verbal check-ins throughout the interview (e.g. “Are you still doing ok?”) may help reduce Zoom fatigue and maintain response quality

In summary, Zoom videoconferencing techniques allow researchers and participants from vastly different and distant communities to connect. These newfound opportunities for collaboration provide key insights that can lead to transformative methods by which we design materials, develop lessons, and communicate overall. The global north, which has traditionally been the hub of most research activity, has a responsibility to strive to incorporate more global perspectives into the data collection, analysis, and share out processes.

 

References

Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using zoom videoconferencing for qualitative data collection: perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18, 1609406919874596.

Howlett, M. (2022). Looking at the ‘field’ through a Zoom lens: Methodological reflections on conducting online research during a global pandemic. Qualitative Research, 22(3), 387-402.

Mann C. and Stewart F. (2000) Internet Communication and Qualitative Research: A Handbook for Researching Online. London: SAGE Publications.

Reñosa, M. D. C., Mwamba, C., Meghani, A., West, N. S., Hariyani, S., Ddaaki, W., Sharma A., Beres, L. K., & McMahon, S. (2021). Selfie consents, remote rapport, and Zoom debriefings: collecting qualitative data amid a pandemic in four resource-constrained settings. BMJ Global Health, 6(1), e004193.

Sullivan, J. (2012). Skype: an appropriate method of data collection for qualitative interviews? The Hilltop Review, 6(1): 54–60.