Abstract:

This presentation outlines the pedagogical principles behind the production of layered and reusable digital learning objects (DLOs) for teaching and learning qualitative analysis methods. Previous research shows that students tend to consider methodological courses as ‘dry’ and ‘boring’. Qualitative methodology in particular comes with additional problems: students find it complex, often struggling with its interpretive and reflexive nature (Cox, 2012; Locke, 2019; Roulston & Shelton, 2015). This makes both learning and teaching qualitative methods complex on many levels.

To address these difficulties and aid in qualitative methods learning, we have developed eight DLOs with three layers of difficulty each. Covering eight analysis methods (rhetorical analysis, semiotic analysis, constructivist grounded-theory informed analysis, thematic analysis, discourse analysis, qualitative content analysis, and ethnographic research), our DLOs were designed as a ‘pedagogical hook’ (Lewthwaite & Nind, 2016) to simulate active learning about the method and give faculty more time to address unclarities in class. The DLOs thus scaffold knowledge acquisition, practical application, and self-assessment and can be used either as preparation for class or as a self-paced learning session. Furthermore, the DLOs are designed to for ongoing use throughout the entire learning trajectory of an academic program, thus facilitating incremental and personalized learning.

In this presentation, we explain the four design considerations that informed the development of the DLOs – namely incremental scaffolding, simple and concise knowledge, interactive and practical knowledge, and reflexivity (Dumitrica & Jarmula, 2022) – and showcase the way a student encounters these layered DLOs in practice. Opportunities for reuse in other similar courses are also discussed.

References:
[1] Cox, R. D. (2012). Teaching qualitative research to practitioner–researchers. Theory Into Practice, 51(2): 129–136.
[2] Dumitrica, D., & Jarmula, P. (2022). Teaching Qualitative Research Methods in Media and Communication: The Benefits and Limitations of Digital Learning Objects. The Qualitative Report, 27(9), 1934-1951. https://doi.org/10.46743/2160-3715/2022.5256
[3] Lewthwaite, S., & Nind, M. (2016). Teaching research methods in the social sciences: expert perspectives on pedagogy and practice. British Journal of Educational Studies, 64(4), 413–430.
[4] Locke, L., (2019). New to Qualitative Research. In K. K. Strunk, & L. A. Locke (Eds.), Research Methods for Social Justice and Equity in Education (pp. 117-124). Springer International Publishing.
[5] Roulston, K., & Shelton, S. A. (2015). Reconceptualizing Bias in Teaching Qualitative Research Methods. Qualitative Inquiry, 21(4), 332–342.

Keywords:

Digital learning objects, qualitative research, blended learning, student learning, teaching qualitative research.