Abstract
This paper presents the results of a research study on scientific software training in blended learning environments. The investigation focused on training approaches followed by scientific software users whose goal is the reliable application of such software. A key issue in current literature is the requirement for a theory-substantiated training framework that will support knowledge sharing among scientific software users. This study followed a grounded theory research design in a qualitative methodology. Snowball sampling as well as purposive sampling methods were employed. Input from respondents with diverse education and experience was collected and analyzed with constant comparative analysis. The scientific software training cycle that results from this research encapsulates specific aptitudes and strategies that affect the users’ in-depth understanding and professional growth regarding scientific software applications. The findings of this study indicate the importance of three key themes in designing training methods for successful application of scientific software: (a) responsibility in comprehension; (b) discipline; and (c) ability to adapt.
Highlights
IntroductionScientific Software TrainingScientific software is becoming increasingly important to the realms of science and engineering
This paper presents the results of a study on scientific software training in blended learning environments
The analysis of the empirical findings led to the construct of the scientific software training framework that is presented in this paper
Summary
Scientific Software TrainingScientific software is becoming increasingly important to the realms of science and engineering. Literature has already acknowledged a general lack of formal scientific software training among users, especially for large research projects with societal importance. Users who study global climate change or the migration of contaminants in the environment ought to be able to trust and confirm the software output in order to publish the data and inform the public responsibly. This study employed a key feature of grounded theory, the constant comparative method, in order to identify categories and relationships that exist among the data and generate concepts. It is noted here that, due to very limited literature on scientific software training methods, the author obtained theoretical background knowledge during the research, which increased the credibility of the study (Miles & Huberman, 1994). It is noted here that, due to very limited literature on scientific software training methods, the author obtained theoretical background knowledge during the research, which increased the credibility of the study (Miles & Huberman, 1994). Glaser and Strauss (1999) indicate that there is no need to review any literature of the studied area before entering the field, and this is in line with this research
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
