Experiential Learning in Action: A Collaborative Inquiry

Abstract

In this paper, we describe a case study of an undergraduate course on research methodology, in which lecture was reduced to a minimum and replaced with experiential learning activities. The course design was project-based and spiraled through four phases: a mini-lecture on a given research method, an “early practice” activity, and “reflection on practice” tutor-guided small group collaborations which led to deeper understanding of the given research method. This particular course design constitutes a paradigm shift in comparison to the predominant in Greek higher education didactic pedagogical model. How this paradigm shift was received and experienced by the participating students? In order to get rich insights into the lived experiences of the participants (N=15), we adopted a blended qualitative research approach: thematic analysis combined with students’ critical reflections on their experience, aiming to produce a thick description of our intervention. The course design and implementation positioned students and their tutors as knowledgeable actors able to contribute research insights through their transactions.

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

“…The original form of interaction in the mathematics class described above revealed that students were expected to "learn mathematics" and not to "do mathematics," adopting a passive role with minimal involvement in the emerging class dialogue. In the context of the (re)shaping process of the inquiry class, the form of the interaction changed from teacher-centered to student-centered, facilitating interaction among students (Brailas et al, 2017), and "planning time for children to pose and to solve their own problems, and watching and listening but intervening only to inspire children's mathematical investigations" (Cheeseman, 2019, p. 11).…”

Digital storytelling and the narrative turn in psychology: Creating spaces for collective empowerment

“…By sharing stories and empowering narratives, we can establish a more democratic classroom culture; a transformative community practice that promotes the development of autonomous human beings (Brailas, Avani, et al, 2017). An autonomy attained through and for interdependence (Vassiliou & Vassiliou, 1982).…”

Using Drawings in Qualitative Interviews: An Introduction to the Practice

“…The emphasis has been mainly on the side of the participants' safety, and the researchers' side is usually overlooked: "We were surprised to uncover a gap in the literature pertaining to the emotional wellbeing of doctoral students researching with vulnerable populations" (Velardo & Elliott, 2018, p. 212). When the peer group prioritizes an appreciative culture, members have the opportunity to express themselves authentically and articulate their unspoken thoughts, without the fear of being criticized or disrespected (Brailas, Avani, et al, 2017;Brailas et al, 2019). By doing so, they gradually come to understand that their own feelings of incompetence are neither uncommon nor something to be demonized or hidden, but, instead, something they should acknowledge and take advantage of in their practice (Holloway & Johnston, 1985).…”