‘Understanding things from within’. A Husserlian phenomenological approach to doing educational research and inquiring about learning

Creely, Edwin

doi:10.1080/1743727x.2016.1182482

Cited by 23 publications

(21 citation statements)

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“…The phenomena of learning in the ERL context is primarily marked by a shift in the experiences of learning and space as is pointed out earlier in the paper. An Interpretive Phenomenological Analysis (IPA) approach is adopted in the study to understand the consciousness of experiences (Creely 2018). Developing from the work of Husserl, IPA is theoretically grounded in phenomenology, symbolic interactionism, hermeneutics, and ideography (Smith and Shinebourne 2012).…”

Section: Philosophical and Theoretical Understandingmentioning

confidence: 99%

Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Chattaraj

Vijayaraghavan

2021

J. Comput. Educ.

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The study focuses on how the notion of learning space is perceived and experienced by learners in the Emergency Remote Learning (ERL) scenario. In doing so, the lived experiences of remote learners who were abruptly shifted to a completely online learning space due to the pandemic COVID-19 in the Indian higher education system are documented. Online interviews were conducted with eight undergraduate and four postgraduate students of English and Cultural Studies, enrolled at a Southern Indian university, and their responses were explicated using the Interpretive Phenomenological Analysis (IPA) approach. The interviews revealed that the phenomenon of ERL is shaped by dissonance informed by the absence of a familiar learning space. Often the patterns of this dissonance were marked by (1) the perception of learning and learning space, (2) the lack of intimacy in learning and learning space, (3) the negotiations made for learning and the space of learning in ERL, and (4) the challenges to cope with the responsibilities of the ERL scenario. Further, the script approach was applied to analyse the data and the analysis revealed an expansion of the existing internal scripts that were based on previous learning experiences of the learners. The study thus establishes the centrality of space in the process of learning and points out how the lack of a familiar learning space is linked to the absence of internal scripts that considerably impact learning. The study concludes by discussing the possibilities of application of script approach to effectively incorporate the aspect of learning space in new pedagogies and learning models as Blended Learning (BL) and Online Learning (OL) become the new normal worldwide.

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Section: Philosophical and Theoretical Understandingmentioning

confidence: 99%

Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Chattaraj

Vijayaraghavan

2021

J. Comput. Educ.

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“…The phenomenology method was chosen to describe nursing midwifery students lived experiences of faculty's caring and uncaring behaviours on their learning. It is about the world as experienced in a particular phenomenon that is at the core of that experiencing (Creely, 2016). It is believed that only those who live the experience can describe it (Mapp, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…One of the concepts of Husserl's philosophy is transcendental subjectivity which means that the influence of the researcher on the inquiry is continuously assessed and biases and preconceptions neutralized, so that they do not affect the object of study (Creely, 2016). To achieve this, the researcher employed the concepts of bracketing, intuition and reflexivity throughout the study.…”

Section: Data Collection Instrument and Approachmentioning

confidence: 99%

Nursing And Midwifery Students’ Lived Experiences Of Faculty Caring And Uncaring Behaviours On Their Learning: A Phenomenology Study

Chipeta

Msiska

Moyo

et al. 2021

ESJ

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Background: A caring environment in nursing education is one of the most essential factors for empowering students, which is achieved through trust and open academic communication. Aim: To explore the experiences of faculty caring and uncaring behaviours on students learning from the perspective of university nursing and midwifery students. Methods: Descriptive phenomenology was used to collect data from 10 nursing and midwifery students who were purposively selected at a baccalaureate nursing and midwifery school at a public university in Malawi. Data were collected through semi-structured interviews from August 24 th , 2015 to September 30 th , 2015 and analysed using Colaizzi's (1978) method. Ethical considerations were followed.

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“…Finally, contextualization of the meaning of the phenomena enables the sharing of understanding about this experience (Denzin, 2002). The use of a phenomenological approach that provides “narrow and deep” analysis of individual learning amongst experiences and interpretation of consciousness may be viewed as complementary to other approaches (Creely, 2016).…”

Section: The Affordances Of Combining Methodologiesmentioning

confidence: 99%

Constructing narrative and phenomenological meaning within one study

Patterson

2018

QRJ

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Purpose The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena. Design/methodology/approach This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study. Findings The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences. Research limitations/implications Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings. Practical implications These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning. Originality/value This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.

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‘Understanding things from within’. A Husserlian phenomenological approach to doing educational research and inquiring about learning

Cited by 23 publications

References 50 publications

Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Nursing And Midwifery Students’ Lived Experiences Of Faculty Caring And Uncaring Behaviours On Their Learning: A Phenomenology Study

Constructing narrative and phenomenological meaning within one study

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