Learning Against the Grain: Reflections on the Challenges and Revelations of Studying Qualitative Research Methods in an Undergraduate Psychology Course

Mitchell, Terry; Friesen, Mary Ann; Friesen, D.; Rose, Rebecca

doi:10.1080/14780880701473441

Cited by 25 publications

(39 citation statements)

References 13 publications

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“…It is possible that attitudes toward research are already largely 'set' following socialization into psychology as a (quantitative) science and are resistant to change. Difficulties in in learning "against the grain" have been reported previously (Eakin and Mykhalovskiy, 2005;Mitchell et al, 2007). Further, increasing knowledge of research methods does not necessarily result in increased positive attitudes .…”

Section: Discussionmentioning

confidence: 65%

Research Methods Pedagogy: Engaging Psychology Students in Research Methods and Statistics

Roberts¹

2016

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal Series The Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to Quality Each Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public-and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics? Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial

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Section: Discussionmentioning

confidence: 65%

Research Methods Pedagogy: Engaging Psychology Students in Research Methods and Statistics

Roberts¹

2016

Frontiers Research Topics

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“…The importance of support for learning new technologies is a frequent finding in studies of technology integration (Davidson and Jacobs 2008;Mitchell et al 2007;Roberts, Breen, and Symes 2013;Walsh 2003). Our analysis of Bennett's consultation logs found that the most frequent request for assistance related to being able to import and transcribe audio or video files.…”

Section: International Journal Of Research and Methods In Educationmentioning

confidence: 99%

‘I have a love–hate relationship with ATLAS.ti’™: integrating qualitative data analysis software into a graduate research methods course

Paulus

Bennett

2015

International Journal of Research & Method in Education

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While research on teaching qualitative methods in education has increased, few studies explore teaching qualitative data analysis software within graduate-level methods courses. During 2013, we required students in several such courses to use ATLAS.ti TM as a project management tool for their assignments. By supporting students' early experiences with ATLAS.ti TM , we anticipated that they might continue using the tool in their future research work. Using a case study and reflective practice approach, we reviewed course materials, including student and instructor reflections, to understand what happened when data analysis software was integrated into an advanced methods course. We identified five major themes: (1) a needed push out of their comfort zones; (2) various forms of support working together; (3) keys to motivation; (4) a new generation educating the current one and (5) use of the software beyond coursework. Implications for practice include ensuring adequate access and support for learning the software, balancing methodological and technical instruction, and creating meaningful student assignments and feedback opportunities.

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“…Third, it elicited affective reflections, personal journeys of learning (Belcher & Hirvela, 2005;Breidenstein, 2002;Harper et al, 2008;Hein, 2004;Henderson et al, 2008;Nash, 2011;Roulston, deMarrais, & Lewis, 2003;Roulston et al, 2008;Wang, 2013), and intimate connections with research participants (Cooper, Fleischer, & Cotton, 2012;Nash, 2011). Furthermore, it was a vehicle for learning about qualitative research, developing skills (Benton et al, 2011;Cooper, Fleischer, & Cotton, 2012;Davidson, Dottin, Penna, & Robertson, 2009;DeLyser et al, 2013;Hein, 2004;Levitt et al, 2013;Mitchell et al, 2007;Nash, 2011;Roulston et al, 2003;Roulston et al, 2008;Schell, Ferguson, Hamoline, Shea, & Thomas-Maclean, 2009;Wang, 2013) and increasing self-efficacy (Belcher & Hirvela, 2005) as well as students' enjoyment of learning (McDermott & Dovey, 2013;Raddon et al, 2008;Roulston et al, 2008). Peer learning could also have led to a positive outcome, if students worked on a group project (Hein, 2004;Roulston et al, 2008;Schell et al, 2009).…”

Section: Category Referencementioning

confidence: 99%

“…Visual material, such as videos (and software that allows analysis thereof), was useful in teaching data collection and analysis (Barrett, 2007;Davidson et al, 2009). Teaching, however, was hampered if there was a lack of sufficient highquality digital cameras and recording equipment, as well as the software that transcribed oral data and licenses for data analysis software (Mitchell et al, 2007;Schell et al, 2009). Students benefited from being taught how to operate recording devices in practice and-importantly-how to deal with situations when the equipment failed (Holley, Risley-Curtis, Stott, Jackson, & Nelson, 2007).…”

Section: Theme 7: Teaching Resourcesmentioning

confidence: 99%

“…Even within the limitations of relatively short academic terms, qualitative courses must also introduce students to the processes of conducting [emphasis original] research by directly engaging students in generating, analyzing, and interpreting data in order to gain skills, competence, and most of all, the necessary feel of doing qualitative work. (p. 419) Experiential learning was reported to lead frequently to some kind of "triggering" experience (Cooper, Fleischer, & Cotton, 2012), an "epiphany" (Mitchell et al, 2007), a "eureka moment" (DeLyser et al, 2013). Although Humphrey and Simpson (2012) questioned that this took place "in a single moment" (p. 743), they also found that practical workshops helped doctoral candidates to cross a threshold from self-doubt to confidence in their own abilities.…”

Section: Trends In the Literature On Teaching Qualitative Researchmentioning

confidence: 99%

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A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods

2019

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This article surveys the literature from 1999 to 2013 on teaching qualitative research methods. One hundred thirteen articles fitted the inclusion criteria; 79 of these were by academics in the United States and Canada. Only 39 of the 113 were based on empirical research: from these, seven descriptive themes were distilled, of which the dominant ones are experiential learning and practice-based materials and workshops. The literature portrayed teaching qualitative research as providing experiential and practice-based learning opportunities for students that revealed its desirable pedagogical features. It further reported that when students engaged in learning experiences, they underwent paradigm shifts about qualitative research as well as personal transformations. Our study confirmed that there is a lack of a research-based approach to teaching qualitative methods and we recommend that more be done to contribute to its pedagogical culture particularly concerning methods used to evaluate instruction, innovative instructional methods, and approaches to assessment.

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Learning Against the Grain: Reflections on the Challenges and Revelations of Studying Qualitative Research Methods in an Undergraduate Psychology Course

Cited by 25 publications

References 13 publications

Research Methods Pedagogy: Engaging Psychology Students in Research Methods and Statistics

Research Methods Pedagogy: Engaging Psychology Students in Research Methods and Statistics

‘I have a love–hate relationship with ATLAS.ti’™: integrating qualitative data analysis software into a graduate research methods course

A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods

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