ABSTRACT
This chapter discusses the use of qualitative research methodologies to describe the meaning of learning and teaching within asynchronous learning networks (ALNs). Asynchronous learning networks are distributed online social learning communities in which people advance their shared understanding of a subject under investigation, often becoming epistemologists as they create new learning cultures in the process. First, we explore why qualitative research has, to date, not been a method more fully employed when conducting research about ALN. We argue that the reason is rooted in the dualistic mindset that separates empiricism from rationalism, creating boundaries that may no longer be necessary given computer environments that offer new bridges between the traditional qualitative and quantitative divide. After describing the role of qualitative researchers and diverse methods and examples of conducting this kind of research, we explain why researchers may want to consider combining qualitative and quantitative
measures, methods, and tools by using a mixed method called quisitive research (Goldman-Segall, 1998). Quisitive research combines both the quality of inquisitiveness underlying research practices and the notion of a quiz, which supports finding answers to questions. In ALN, which takes advantage of the capabilities and affordances of new media technologies, quisitive research may become a particularly important paradigm for studying learning and teaching practices.
