Rodriguez, A orcid.org/0000-0001-9104-1999 and Daly, SJ (2017) Student as researcher: rethinking how to make research methods interesting for students. Journal of Learning Development in Higher Education, 11. ISSN 1759-667X
Abstract
This project aimed to enable students to appreciate the technical and epistemological nuances of different phenomenological approaches. We involved a small group of self-selecting honours level undergraduate students in the plural analysis of focus group data. Students reported that this supportive teaching technique, facilitating peer working, resulted in deeper learning. This case study describes the piloting of a collaborative teaching method, engaging students as researchers. The project lasted six months, with monthly meetings from tutors to guide procedure and to support academic discussion. The group had a shared interest and joint cause but as each student also had an individual task of conducting a certain analysis, we did not observe any group member failing to offer full effort and participation. Reflections of how this type of teaching could be conducted with larger cohorts are considered and critiqued.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This is an open access article under the terms of the Creative Commons Attribution License 3.0. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Healthcare (Leeds) > Nursing Child (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 31 Mar 2017 09:44 |
Last Modified: | 20 Apr 2018 15:55 |
Status: | Published |
Publisher: | Association for Learning Development in Higher Education (ALDinHE) |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:114287 |