International Journal of Social Research Methodology

Introduction

Since the turn of the millennium, methodological interest in online interviews has significantly increased (Lee et al., 2017). However, in the past ten years interviews conducted via of Voice over Internet Protocol (VoIP) technologies such as Skype, WhatsApp, Webex, and Zoom have received particular attention (Adams-Hutcheson & Longhurst, 2017; Hanna, 2012; Janghorban et al., 2014; Sullivan, 2012). Discussions about the advantages and disadvantages of online interviews1 – particularly in contrast to face-to-face interviews, the so-called ‘gold standard’ of qualitative interview modes – have shaped the methodological debate. Precisely, we identified three advantages of online interviews in the literature (Deakin & Wakefield, 2014; Mirick & Wladkowski, 2019; Self, 2021; Sipes et al., 2019; Thunberg & Arnell, 2021): increased time and cost efficiency; higher flexibility in scheduling an interview and defining the geographical scope of the research; and finally, the simplicity of complying with safety concerns and measures. It is, however, the disadvantages of collecting data in online settings that are mainly discussed in recent literature (Deakin & Wakefield, 2014; Lobe et al., 2020; Thunberg & Arnell, 2021). In order to simplify the multifaceted disadvantages of online interviews, we formulated four types of problems. First, the interrelational disadvantages that arise from the difficulty of building rapport and trust with the interviewee in online settings.

Methodological literature: a review

This section discusses the advantages and disadvantages of online interviews that have received the most attention in methodological literature. While we identify three main advantages of interviews conducted via VoIP technologies – namely increased flexibility, time as well as cost efficiency, and safety – disadvantages of this interview mode are more complex. presents these most important disadvantages and attributes them to a certain type. 

Advantages of interviews conducted via VoIP technologies

One of the main benefits presented in the literature of interviews conducted via VoIP technologies relates to their time and cost efficiency. For both interviewer and interviewee, the online setting cuts travel time to and from the interview location, as well as transport costs (Archibald et al., 2019; Deakin & Wakefield, 2014; Hay-Gibson, 2009; Mirick & Wladkowski, 2019; Self, 2021; Weller, 2015). The possibility of shortening or even completely avoiding return trips to the interview location is not only positive in terms of time and budget management, but it also enables interviewers and interviewees to take, for example, ecological considerations into account (Weller, 2015). Hanna (2012) shows how important it was for his research on sustainable tourism to give his participants the option to be interviewed via VoIP technologies. He states: ‘[C]onflict could have arisen between their [the participants’] ecological principles in relation to transport and climate change, and the researcher travelling vast distances to conduct the interview.’ 

A second important advantage of collecting qualitative data through VoIP technologies is the greater flexibility in scheduling dates for the interviews. In the event that a participant or the researcher has only limited time for the interview because of e.g. family or professional obligations, such technologies can strongly facilitate the realisation of an interview (Deakin & Wakefield, 2014; Mirick & Wladkowski, 2019; Self, 2021). Equally, online technologies allow researchers to define with greater flexibility the geographical scope of their research.

Disadvantages of interviews conducted via VoIP technologies

Nevertheless, qualitative interviews conducted via VoIP technologies have important disadvantages that need to be considered when choosing this interview mode. Four disadvantages are of particular importance: 1) difficulties in building rapport, 2) technical problems that can occur during the conversation, 3) the pitfall of not being able to reach people with no access to Internet or with low digital literacy, and 4) the complexity of complying with ethical standards. First, the methodological literature on online interviews generally questions the extent to which the interviewer can build a relationship with the interviewee. The main criticism relates to the limited access to non-verbal cues during interviews conducted via VoIP technologies in contrast to face-to-face interviews (Hay-Gibson, 2009; Sedgwick & Spiers, 2009). Also, if video can provide access to visual, non-verbal cues, by offering similar levels of authenticity as in face-to-face interactions (Mirick & Wladkowski, 2019; Sullivan, 2012; Thunberg & Arnell, 2021), such cues are infrequent due to the focus of the camera on headshots (Janghorban et al., 2014; Weller, 2017). Furthermore, a general visual impression might get lost during online interviews.

Assessment Requirements – Brief Summary

The assessment required students to critically examine the methodological use of online interviews (VoIP technologies) such as Zoom, Skype, Webex, and WhatsApp. The report was divided into two main parts:

1. Literature Review & Advantages – Identify and discuss the key advantages of online interviews compared to face-to-face methods, focusing on aspects like time and cost efficiency, scheduling flexibility, and safety.

2. Disadvantages & Challenges – Critically analyze the disadvantages of online interviews, including difficulties in rapport building, technical issues, digital exclusion, and ethical concerns.

The key points to be addressed included:

• Explaining the rise in methodological interest in VoIP interviews.
• Reviewing scholarly literature on both advantages and disadvantages.
• Categorizing challenges into methodological and practical issues.
• Presenting a balanced evaluation of online versus face-to-face interviews.

Academic Mentor’s Step-by-Step Guided Approach

Step 1: Understanding the Task

The mentor first guided the student to carefully break down the assignment brief and highlight the two major sections (advantages and disadvantages). Together, they reviewed the assessment instructions and identified relevant keywords such as “methodological debate,” “VoIP technologies,” “rapport,” and “ethical concerns.”

Step 2: Literature Review Collection

The student was directed to search for peer-reviewed articles and key studies (e.g., Adams-Hutcheson & Longhurst, 2017; Deakin & Wakefield, 2014; Mirick & Wladkowski, 2019). The mentor explained how to differentiate between supporting arguments (advantages) and critical perspectives (disadvantages).

Step 3: Structuring the Report

The mentor helped the student design a clear outline:

• Introduction – background of VoIP interviews and rationale.
• Advantages – cost/time efficiency, flexibility, and safety (with citations).
• Disadvantages – rapport issues, technical barriers, digital divide, and ethics.
• Conclusion – a balanced view highlighting both opportunities and limitations.

Step 4: Writing Each Section

The student was encouraged to write short analytical paragraphs for each point, backed with references. The mentor stressed the need to critically evaluate rather than simply describe – e.g., not just stating “VoIP saves time” but also explaining its impact on research scope and ecological considerations.

Step 5: Critical Discussion & Linking

The mentor guided the student in linking advantages with disadvantages. For example, while VoIP offers flexibility, it also risks excluding participants with poor internet access. This strengthened the critical evaluation aspect of the assignment.

Step 6: Final Refinement

Finally, the mentor worked with the student to refine the writing style, ensure proper citation, and draft a conclusion that synthesizes findings, showing both the practicality and the challenges of online interviews.

Outcome & Learning Objectives Achieved

By following this structured approach, the student successfully:

• Produced a well-organized literature-based report that balanced both advantages and disadvantages.
• Developed skills in critical analysis and academic writing.
• Learned how to structure a methodological discussion with evidence-based arguments.
• Strengthened their ability to integrate theory with practice (evaluating VoIP in real research contexts).

• Understood the importance of ethical considerations and inclusivity in modern qualitative research.

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