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Research Methodology

The Qualitative Paradigm

For a research to be free from bias and inaccurate information, it is important for the researcher to create a trusting and respectful environment. In this study, the main respondents are the visually impaired and blind students who cannot be able to see the researcher, therefore the ability ensure the respondents have a trusting relationship is paramount and significant for the study. Studies show that people who are physically impaired do not like being treated as if they are weak. This is because they are strong most times are even stronger than those who are physically fit (Berg, 2001). Treating them as regular persons with the abilities to do things on their own makes them feel appreciated and therefore comfortable to provide relevant information. In qualitative research, the information collected is as accurate as the respondent providing such information. The respondent should be explained the main aim of the study and what the study entails. Going into a project while fully aware of its intention helps in reducing surprises making the move to be smooth (Belk, 2006). 

The Research Design

The objective of this study is to investigate and discover the experiences of blind and visually impaired graduate degree holders with reference to the role that e-learning technology played in helping them to successfully complete their studies since there are still difficulties that current student’s experience in the e-learning environment. The study will investigate the different experiences that are felt by visually impaired and blind students when conducting their learning activities. This will provide an informed understanding of how the implementation of e-learning technology within the learning sector has been instrumental in helping such students to achieve their learning goals (Donley, 2012). The study will identify the different types of technologies that are available to the blind and the visually impaired graduates that are used by the students during their studies. The efficacy of the technologies used in meeting the desires of the visually impaired and blind graduates and how effective the technological tools were used. Lastly, it will seek to identify the challenges that the blind and the visually impaired graduates that are faced in regard to using e-learning technologies during their education careers (Berg, 2001). 

Participants and Sampling

Since this research involves different institutions that are required to allow its students and other members of staff to be interviewed, it is important for the researcher to make a formal official applications to the management which are sent to the institutional review boards. After stating the intentions of the study, the researcher should work with the academic and the counselling department to identify the potential respondents whom will take part in the research (Donley, 2012). To ensure the process runs in a formal and effective manner, the educational institution will be requested to call the likely participants notifying them of an impending interview and hence get the approval from the management to participate in their study. Since the number of participants may be more than the researcher can handle sampling is considered an effective method for ensuring research convenience and making sure that the population is well represented. Random sampling is an effective method since it helps in avoiding sampling bias (Morse, 1994). 


Since the research involves visually impaired respondents, information shall be collected through audio recording and filled in questionnaires that will be filled by the researcher based on information given by the graduates. It is important to notify the respondents that why are being recorded and then seek an approval to continue doing so (Frost, 2011). 

Research Procedures

Since the research is extensive in scope, geography, and topic, the selected sample should be managed to agree on the best convenient time for both parties and the location where such interviews should be conducted. It is important to have a selection such as on phone calls, in person at an agreed place or through an online chat. Research questions will be asked during the interviews to provide the relevant required information. Both closed ended and open ended questions will be used where the respondents can respond in an extemporaneous manner (Donley, 2012). 

Plans for Data Analysis

After the information is all recorded, it is then taken for analysis; the recorded information is then transcribed where the researcher will ensure ultimate accuracy. After making certain that all information is print form then common themes that relate to the questions will be investigated. Here, thematic coding where answers for research questions are identified. The final copy will then be returned, or emailed to the respondents for then to clarify that the information contained in is what they intended to say. The returning of the formatted information is to facilitate data accuracy (Belk, 2006). 

Ethical Considerations

Consent in information gathering is identified as a major and important process, researchers are required to provide a consent document to the respondents for them to sign which indicates that they have been advised of the intention of the study, their rights, potential implications of the questions and the use of the information gathering whether for studies or for commercial use (Berg, 2001). 

Plans for Presenting the Results

After the information is well analyzed it will be included within a detailed report on the research where information shall be captured in a dissertation. Journals and articles will also be used in presenting specifically focused information of the related subjects (Bryman, & Bell, 2015). 

The study is conducted to provide a more vivid explanation of how the visually impaired and blind graduate with the role that e-learning technology plays in making certain that they will be helping the students in advancing their education. It is evident that a person who is visually impaired is expected to experience difficulties in learning due to the need reading through materials. It is through understanding how other feel or experience can have a positive impact on a given matter. The report will provide conclusive information on visually impaired students experience on e-learning.


Bryman, A., & Bell, E. (2015). Business research methods. Oxford: Oxford University Press.

Berg, B. L. (2001). Qualitative research methods for the social sciences. Boston: Allyn and Bacon.

Belk, R. W. (2006). Handbook of qualitative research methods in marketing. Cheltenham, UK: Edward Elgar.

Donley, A. M. (2012). Research Methods. New York: Infobase Pub.

Frost, N. (2011). Qualitative research methods in psychology: Combining core approaches. Maidenhead: Open University Press.

Morse, J. M. (1994). Critical issues in qualitative research methods. Thousand Oaks: Sage Publications.