researchers to disseminate the learning gained in the research Baskerville et al.,
1996. Baskerville and Wood-Harper 1996 then note that Hult and Lennung 1980
define action research concisely: Action research simultaneously assists in practical problem-solving and expands scientific knowledge, as well as enhancing the
competencies of the respective actors, being performed collaboratively in an immediate situation using data feed back in a cyclical process aiming at an increased
under-standing of a given social situation, primarily applicable for the understanding of change processes in social systems and undertaken within a mutually acceptable
ethical framework.
1.20.5. Action Case
As shown in Figure 3.2. , Vidgen and Braa 1997 propose action case approach which highlight the trade-off between an outsider observer who can make
interpretations understanding and a researcher who create change in practice. They argue that the case study approach tries to minimise changes caused by a research
activity, while action research approach supports desirable change in an organisational learning setting. In practice, they note that researchers using a case
study approach contribute to change by questioning events and applying new concepts. On the other hand researchers in full-scale action research sometimes meet
barrier due to organisational constraint or the nature of the topic to be investigated. In balancing this dilemma they propose action case characterised by small-scale
intervention with a deep contextual understanding Vidgen et al., 1997. Vidgen and Braa 1997 noted that action case comprises an action component
and a case component. The action component reflects the potential for research to change organisations producing in changes to the social world and the case
component reflects the necessity to emphasis the understanding of the findings. They propose to use Checklands 1991 seven-stage model of action research in making a
framework of ideas explicit a theory to be tested: enter the problem situation; establish roles; declare methodology and framework of ideas; take part in the change
process; rethink roles, methodology and framework of ideas and take part in further change processes; exit from the problem situation; reflect and record learning in
relation to the framework of ideas, the methodology, and the area of application. In
this action component, they suggest to relax the change point of the research framework, typically in situations in which a strongly critical perspective is taken.
The characteristics of action case study are elaborated using the categories of suitability, interpretation, intervention, and practicability as presented in Table 3.1.
According to them, the characteristics of the action case approach are as follows. First, the restricted scope of investigations such that practical knowledge of IS use is
gained through small-scale interventions, at the same time as achieving a rich, albeit proscribed, understanding of the context in which change takes place. Second,
associated with full-scale action research with a long duration, it has a short to medium timescale. Third, focused and deliberated intervention such that detail of the
effect of the change can be studied, perhaps involving pre- and post mini-case studies. As related to the issue of scope, action case may involve a quasi-reduction of
complexity. Finally, action case will based on the tradition of action research concerning to build the future through purposeful change, while maintaining an
interest in the historic conditions in the research setting Vidgen et al., 1997.
Table 3.1 Characteristic of the Action Case Method adapted from Vidgen et al., 1997
Factor
Attribute Action case concern
Suitability Research design
Declare a framework of ideas and a methodology.
Researcher skills The
researcher has skills
and experience to make an intervention.
Interpretation Richness
The context of the research is rich enough to provide understanding.
Focus The research question is sufficiently
focused. Intervention
Scale The
small scale
intervention, comprising scope time a short to
medium duration, of the subject for research manageable.
Participation style Less than full participation can be
expected from
the organisation
member. Critical impact
Requirement of a low planned level of critical approach.
Practicability Economics
Sufficient financial support and researcher time is available.
Access Access can be negotiated with
stakeholder. Politics
There is sufficient backing for action and case component.
Control The
research project
can be
controlled and monitored against the research plan such using the research
framework.
With respect to participation by organisational actors in the research activity as an essential feature of interventionary research, it is possible to conduct action
case research with a lower level of participation than would be needed for successful action research
Braa et al., 1999. They then argue that in conducting action case it is possible to introduce new techniques without organisational participant
involvement in collaborating of the design of the technique, as long as there is effective participation in the technique testing.
Considering the nature of IS deployment, Braa and Vidgen 1999 suggested in the fast changing IS environment small scale action case interventions focussed on
a specific technique or method are valuable, although they are not intended as a replacement for large-scale interventions or for deep case studies.
Research approaches in IS research framework shown in Figure 3.2 are differentiated in Table 3.2.
32
Table. 3.2. Research Approaches Characteristics Braa et al., 1999
1.21. Justification of Research Methodology
The research questions for this research can be divided into two groups based on the context of organisations where the researches will be conducted. The first
research is in Salford University context and the second research is in Sanata Dharma University context. In the following section justification of research methodology for
different organisations context will be described separately. The researcher will use research approach characteristics proposed by Braa
and Vidgen 1999 depicted in Table 3.2 to help to justify a research methodology for conducting the research. These research approach characteristics are divided into two
categories, i.e. research outcomes consist of change, prediction and understanding; and research characteristics consist of duration, time, and participation.
1.21.1. Salford University Context
There are two research questions for research in Salford University context i.e. how does Web-based teaching and learning technology help or support to deliver
teaching in Salford University? and what are the enabling and inhibiting characteristics associated with the implementation of Web-based teaching and
learning technology in Salford University? These two research questions will be explored within one research process as both of them have a tight relationship. This
research conducted at Salford University, in United Kingdom, where the researcher is studying for masters degree in Information System. In this university, the researchers
will join with a module, which uses Web-based teaching and learning technology to support teaching and learning process. Based on the experience, the research will be
conducted to find the answer of the two research questions. In the learning process supported by Web-based teaching and learning
technology, the researcher together with the other students intend to use the technology effectively to support the module. These will be done by conducting face-
to-face meeting between students to discuss the progress and the usage of the technology supported by the lecturer. The results of the discussions will then be used
to improve the usage of the technology. As the researcher is very interested with Web-based teaching and learning
technology, the research is conducted to find understanding of the usage of the technology to support teaching and learning process. The information to gain
