Researchers are often observing the world around them, but what’s the difference between an everyday observation and a scientific observation used in research? Observations, or first-hand eyewitness accounts, have been utilized in research since the 1920s (Flick, 2014; Schwandt, 2014). Even though collecting visual data is not a new technique, it can still be an under-appreciated form of data collection. 

EDLI applies observation methods in many projects but especially so in the Blended Courses Grant Project. The blended courses grant explores how blended learning environments impact student learning in STEM disciplines. We’ve been gathering data from spring semester 2024 through fall semester 2025 with surveys, interviews, focus groups, and observations. Check out this past EDLI blog to learn more about the project origins and progress. 

The EDLI team has observed both in-person and online blended courses, as well as their online tools and resources.

So, let’s get into what separates everyday observations from scientific observations.

Scientific Observations

Scientific observations are “direct firsthand eyewitness accounts of every social action” (Schwandt, 2014, p. 219) and “a method of generating data about human experience” (Schwandt, 2014,  p. 219). Five traits distinguish a scientific observation from an everyday observation you or I may make, (like – “Wow, the sun is shining in Michigan in January.”). 

• First, scientific observations are viewed from the point of view of the people you’re observing.
• Second, there’s increased attention to detail.
• Third, researchers understand the events, actions, and content observed within their social and historical contexts.
• Fourth, scientific observations are recorded as dynamic processes, not one-time-events.
• Fifth, observers avoid prematurely imposing theory or reasoning on what they’re observing. (Angrosino, 2007; Schwandt, 2014)

In EDLI’s case, we met these criteria, in part, through a detailed observation protocol and observation report template informed by the Community of Inquiry (CoI) framework (Garrison et al, 2010; Szeto, 2015). The CoI framework is a tool for designing, evaluating, and understanding online and blended courses (Figure 1). It considers three aspects of a course: cognitive (engagement with content), teaching (engagement re: goals & direction), and social (engagement with others). These three aspects interact dynamically in online and blended courses to create an engaging educational experience.

To understand the three main aspects of the CoI framework within course observations, researchers observed specifically and generally for all three presences, as well as their interactions. Researchers assessed technology use (cognitive, social), instructor and student interactions (social, teaching), and course activities (teaching, cognitive), among others. A full description of the observation protocol can be found here. Researchers also reviewed online course materials and in-person technology. 

Analyzing Observation Data

Two lead researchers analyzed data. To analyze the data, the researchers first read the course observation(s). They identified any questions from the observations or inconsistencies, such as asking for more details about how students participated during a course activity. If there were two observation reports for the course, due to the course being synchronous (i.e., online and in-person attendance), the researcher would review the reports again side-by-side. After this, the lead researcher would reach out to the observation researcher to clarify any questions or inconsistencies. The lead researcher would then update the observation report with the information shared by the observer.

Some observation reports were further translated into instructor reports. If the course instructor requested it, the lead researchers synthesized the data and wrote up a final observation report using this template. The template looked at five areas: online content, session activities, technology in the course and classroom, role of instructor and teaching assistant (if applicable), and student engagement. Instructors used these for their own professional development and for documentation during promotion and tenure review processes. 

Observations are just one tool the blended course project uses to collect data and meet our project objectives. However, they are a powerful way to get the student-level view of the blended course experience to ensure student success for all students. Our next blog will dive into some of the results of these observations and initial takeaways for blended courses.

Outcomes

The tools used to collect these data (the course observation protocol) and to share out initial results with instructors (the observation report template) are both freely available to view and download on EDLI’s Knowledge Commons page.  

References

​​Angrosino, M. (2007). Doing ethnographic and observational research. Sage.

Flick, U. (2014). An introduction to qualitative research (5. ed). Sage.

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9.

Schwandt, T. A. A. (2014). The SAGE Dictionary of Qualitative Inquiry (4th ed.).

Szeto, E. (2015). Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?. Computers & Education, 81, 191-201.