An Analytical Reflection on Conducting Virtual Focus Groups with Young Women Exhibiting Limited to Moderate Digital Literacy Skills

Focus group design is a type of group discussion used to explore a group of individuals’ opinions, perceptions, and understanding of a specific topic chosen by the researcher. It requires systematic planning of the research objective, sample strategy, group composition and size, logistics, data analysis, and reporting of the findings that reflect all participant’s contributions. In this case study, I provide an analytical reflection of how I used a virtual focus group for a project that explored the skills developed and the self-perceived impact of a vocational education program from the learners’ perspectives. I suggest focusing on four elements when designing the focus group discussion: adopt a focus group framework. Then how to access and group the participants, engage the comoderator, and analyze the data. Using the micro-interlocutor framework was critical in planning, documenting, and analyzing the focus group data. However, I encountered ethical and practical challenges, such as the power dynamic between the participants and the comoderator. Also, the participants’ limited digital skills meant that I had to pivot on some planned activities during the focus group session. Addressing these challenges meant using problem-solving skills and effective communication at different stages of the research project. Based on my reflections, I propose practical steps for conducting virtual focus groups using DREP/SAPA Framework: define, recruit, establish, prepare, select, administer, promote, and analyze. These steps apply to other forms of group discussion but are specific to my learning experiences from a virtual focus group.