This article reports on a naturalistic research study exploring faculty attitudes about the use of technology in the college classroom. The data collection method consisted of a series of synchronous, computer-mediated focus group sessions using a group support system. Participants in the four focus group sessions were faculty employed at the University of Arkansas at Little Rock. The researchers found that the computer-mediated format for the focus group method of inquiry improved the objectivity of each session, reduced the influence of a sensitive topic on participation and enhanced the management of participant discussion. Furthermore, the electronic format improved the accuracy of the data collected by capturing every voice and every comment in ‘real time’. The primary disadvantage of the computer-mediated method was the reduced ability of the researcher to guide the discussion and request elaboration on any given topic.
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