In all qualitative methods, one learns as the project progresses.

In all qualitative methods, one learns as the project progresses. How do the steps of condensing, categorizing, and refining qualitative data promote learning throughout the research process? Are these processes effective and efficient methods for conducting research? Why or why not? How does a qualitative researcher determine when to cease the iterations of condensing, categorizing, and refining in order to make a final determination of results?