ABSTRACT
Computer Assisted Qualitative Data AnalysiS (CAQDAS) packages have been available since the 1980s, yet despite extensive use and the work of several authors that address the challenges of teaching CAQDAS (di Gregorio & Davidson, 2008; Lewins & Silver, 2007; Silver & Lewins, 2014), no general pedagogy has been developed that is applicable across methodologies, software packages, and teaching modes. The absence of widespread embedding of CAQDAS instruction into university curricular (Silver & Rivers, 2014) reflects the broader marginalised position occupied by the teaching of research techniques and methodologies (Kilburn, Nind, & Wiles, 2014). However, the plethora of digital tools available to support research work (Paulus, Lester, & Dempster, 2014) means researchers increasingly expect to employ customized software to undertake analysis. Teachers are therefore responsible for developing appropriate and effective pedagogies that take account of variety in research methodologies and analytic techniques and that equip learners with the skills required to undertake robust computer-assisted analyses.
