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Autor/inn/enAhern, Kathy; Hawthorne, Fiona
TitelComputer Facilitated Reflective Practice in a Postgraduate Supervisor's Feedback to Students
QuelleIn: International Journal for the Scholarship of Teaching and Learning, 2 (2008) 2, Artikel 8 (18 Seiten)
PDF als Volltext kostenfreie Datei    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1931-4744
SchlagwörterFeedback (Response); Foreign Countries; Qualitative Research; Computer Software; Graduate Students; Student Research; Supervision; Masters Programs; Doctoral Programs; Supervisory Methods; Teacher Student Relationship; Doctoral Dissertations; Masters Theses; Faculty Advisers; Reflective Teaching; Computer Uses in Education; Australia
AbstractReflective practice has been adopted by many teachers, including dissertation advisors who provide 1:1 teaching of research students. This paper discusses issues arising from our use of qualitative data analysis software (QDAS) for reflective practice and provides an analysis of the thematic coding and word/pattern searches of feedback given to postgraduate research students. We subjected written feedback provided by one dissertation advisor to three different analyses: thematic, text-string and text-pattern search. We found that use of QDAS in a thematic analysis of feedback provides new insights by indicating areas of strength and areas for improvement. Text and pattern searches are more useful in flagging students with specific learning issues. (As Provided).
AnmerkungenCenters for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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