Facilitating the Scholarship of Discovery: Using the Mini-Ethnographic Case Study Design

Autor/inn/en	Dobbins, Catherine E.; Edgar, Leslie D.; Dooley, Kim E.
Titel	Facilitating the Scholarship of Discovery: Using the Mini-Ethnographic Case Study Design
Quelle	In: Journal of Experiential Education, 44 (2021) 4, S.395-408 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dobbins, Catherine E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825921999685
Schlagwörter	Case Studies; Ethnography; Experiential Learning; Communities of Practice; Research Training; Teaching Methods; Learning Processes; Cooperative Learning; Research Projects; Profiles; Research Skills; Skill Development; Service Learning; Graduate Students; Foreign Countries; Student Attitudes; Horticulture; Agricultural Education; Researchers; Learner Engagement; Nonprofit Organizations; Guatemala + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ethnografie; Experiental learning; Erfahrungsorientiertes Lernen; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kooperatives Lernen; Forschungsvorhaben; Charakterisierung; Profilanalyse; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Service-Learning; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Schülerverhalten; Gartenbau; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Researcher; Forscher; Nonprofit-Organisation
Abstract	Background: Case study is widely used in teaching and learning literature; however, the extant literature contains few examples of student-developed case studies. This study used the situated perspective of experiential education (EE) to highlight context and legitimate peripheral participation encouraging enculturation into research communities of practice. Purpose: The purpose of this study was to evaluate the implementation of a mini-ethnographic case study (MECS) during an international service-learning (ISL) experience to transform ISL and EE pedagogy through the inquiry-as-EL approach. The MECS design is a research method that uses an ethnographic approach bounded within case study methodology. Methodology/Approach: Working collaboratively, four students designed and implemented an MECS research project during an ISL. Using the crafted profile technique, data were analyzed to evaluate the impact of the MECS design on the students' experience and research skill development while in country. Findings/Conclusions: The MECS approach helped students develop their own exploratory research framework and have real-world experiences with data collection, analysis, and dissemination as emerging researchers. Implications: This study describes how the MECS design can be used as a tool to enhance service-learning experiences for students, especially during graduate education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01