Research is based on a set of philosophical assumptions about what constitutes valid research, and which method is appropriate for which study (Antwi and Hamza 2015). Since the influence of the philosophical view of the researcher is widely accepted it is also often suggested that it should be explicitly declared (Creswell 2014; Pring 2000). Creswell (2018) defines five world views, paradigms, or categories of beliefs, which are used as guidance (Guba 1990). They are post-positivism, interpretivism, constructivism, transformative and pragmatism. They are discussed here, followed by a rationale for selecting a paradigm and the selected paradigm for this work is identified.
Post Positivism The post positivist world view is the closest to the traditional scientific perspective. However, far from being black and white (like its predecessor - positivism), it recognises that we cannot claim absolute knowledge when studying human beings and their behaviour. It represents a deterministic philosophy where causes are identified and their influence on the outcomes is evaluated (Creswell 2014), As in a scientific experiment, the phenomena may be removed from context in the interest of variable isolation. Because reality is considered independent of us from this perspective, it is assumed the act of investigation has no influence on the outcome (Collis and Hussey 2013). Measurable results which support or refute a theory, and objectivity, are
essential. Post positivism is closely aligned with quantitative data collection and analysis methods (Mackenzie and Knipe 2006).
Interpretivism Interpretivism was developed as a paradigm to address the short comings of positivism. From this perspective reality is constructed from the human perception and is highly subjective. Therefore, there is held a broad belief that findings
come from qualitative data and where the researcher’s interpretation may influence conclusions. The objective is to generate theories (Collis and Hussey 2013).
Constructivism Constructivism is usually the chosen perspective of a qualitative researcher. Theories are developed during the research process, rather than stated before it starts. They often examine social situations and develop subjective meanings from experiences. The meaning of concepts can be different depending on individual perspective as reality is considered a social construct (Mertens 2014, p.17). They may generate many specific meanings rather than narrow it down to a few ideas. i.e. they are not looking for a generalisation. Questions are broad to allow room for the
participant to generate their own meaning, which may be negotiated through interactions with others (social constructivism), and researchers acknowledge their own influence on the research (Creswell 2014).
Transformative Transformative research is looking towards change in society, particularly advocating the views of minority groups, where issues such as injustice, inequality or oppression reside. Therefore, there is an inbuilt bias on the part of the researcher towards the group in question as they are often participants of the group themselves. Other participants from the group may also be involved in the design of questions, and gather and analyse data (Creswell 2014).
Pragmatism Creswell (2018) and Mackenzie and Knipe (2006) agree that pragmatists focus on the problem and potential solutions, rather than the method, which is why it often results in a mixed methods approach. Rather than adhering to the guidance of a particular philosophy or methodology, the actions are determined by what needs to be done to solve the problem in real world situations (Mackenzie and Knipe 2006; Creswell 2014). Whilst suggesting that few researchers rigidly follow a single paradigm, Collis and Hussey (2013) warn against declaring oneself a pragmatist and then selecting a mix of methods from a single paradigm, which could lead to loss of rigour.
Rationale for the Paradigm Selection
If it were possible to fulfil the research aims by means of a scientific style experiment positivism, or post positivism, would play a strong role. It gives the impression it can deliver objective, clear cut answers from straightforward studies often by excluding context. However, in this case it would be inappropriate to consider removing the study from context even though the act of investigation may have an influence on the
outcome. Although interpretivism has tried to address issues with a positivist approach by allowing for high levels of subjectivity, an understanding of the impact of the context and researchers position could still be used to temper subjectivity in this case.
Certainly, constructivism will play a part in this research since its aim is to generate meaning and allow room for the generation of ideas. This research is also looking for generalisations that can be applied in the majority of cases where video feedback is used, rather than the specialisms of individual cases sought by constructivism.
This research is not considered transformative as no effort is being made to transform society here, only to see if a part of educational practice can be improved by
technological progress. Although the needs of minority groups are deliberately being considered, it is intended that student participation is as respondents rather than in any way as researchers, not least since additional roles may impact their studies.
Of the paradigms suggested by Creswell (2018), this work is taking a pragmatic view and plans to complete actions, led by the aims of the research, in a real-world context by whatever means are deemed feasible, ethical and necessary.
Selected Paradigm
This work takes a pragmatic perspective and focus on the problems rather than the method (Creswell 2018).