Students' Perceptions of Learning about Qualitative Inquiry in Online Contexts

Autor/inn/en	Roulston, Kathryn; Pope, Elizabeth; Paulus, Trena; deMarrais, Kathleen
Titel	Students' Perceptions of Learning about Qualitative Inquiry in Online Contexts
Quelle	In: American Journal of Distance Education, 32 (2018) 3, S.190-201 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2018.1475921
Schlagwörter	Student Attitudes; Qualitative Research; Interviews; Course Content; Feedback (Response); Communities of Practice; Teacher Student Relationship; Graduate Students; Certification; Research Methodology; Teaching Methods; Peer Relationship; Online Courses; Case Studies + Suchen Sie Ihr Suchwort? Schülerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Kursprogramm; Community; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Abschlusszeugnis; Zertifizierung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Online course; Online-Kurs; Case study; Fallstudie; Case Study
Abstract	This paper reports findings from a 2-year study of online coursework in a graduate certificate program in qualitative research methods in the USA. Thirty-four interviews with students enrolled in coursework offered over a 2-year period were analyzed to explore their perceptions of engagement with the course content and one another. Findings are related to student perceptions of their learning to (1) value the course design and structure, (2) make authentic connections in the absence of physical proximity, and (3) appreciate feedback from others. These themes are considered in light of principles of qualitative pedagogy outlined by scholars of qualitative methods, and the community of inquiry (CoI) model, in which social, cognitive, and teacher presence support student learning. Findings provide insight into the processes by which students' engagement with course content and interactions with instructor and peers contribute to the development of a CoI involving cognitive, social, and teacher presence. Although the learning context described in this study pertains to teaching graduate-level qualitative research methods, findings are relevant to teachers of other subject areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01