Authors
Alexios Brailas, Panteion University, AthensFollow
Stella-Maria Avani, Panteion University, AthensFollow
Christina Gkini, Panteion University, AthensFollow
Maria-Afroditi Deilogkou, Panteion University, AthensFollow
Konstantinos Koskinas, Panteion University, AthensFollow
Georgios Alexias, Panteion University, AthensFollow
Abstract
In this paper, we describe a case study of an undergraduate course on research methodology, in which lecture was reduced to a minimum and replaced with experiential learning activities. The course design was project-based and spiraled through four phases: a mini-lecture on a given research method, an “early practice” activity, and “reflection on practice” tutor-guided small group collaborations which led to deeper understanding of the given research method. This particular course design constitutes a paradigm shift in comparison to the predominant in Greek higher education didactic pedagogical model. How this paradigm shift was received and experienced by the participating students? In order to get rich insights into the lived experiences of the participants (N=15), we adopted a blended qualitative research approach: thematic analysis combined with students’ critical reflections on their experience, aiming to produce a thick description of our intervention. The course design and implementation positioned students and their tutors as knowledgeable actors able to contribute research insights through their transactions.
Keywords
Experiential Learning, Reflective Practice, Group Work, Qualitative Research, Case Study
Author Bio(s)
Alexios Brailas is a Postdoctoral researcher at the Department of Psychology, Panteion University, Athens, Greece. Through his research he strives to bring insights from complexity theory and practices from group psychotherapy to both formal and informal teaching. Correspondence regarding this article can be addressed directly to: abrailas@yahoo.com.
Stella-Maria Avani is an undergraduate student at the Department of Psychology, Panteion University, Athens, Greece. Correspondence regarding this article can also be addressed directly to: stellavani@hotmail.com.
Christina Gkini recently graduated from the Department of Psychology, Panteion University, Athens, Greece. Correspondence regarding this article can also be addressed directly to: christina_gini@hotmail.com.
Maria-Afroditi Deilogkou recently graduated from the Department of Psychology, Panteion University, Athens, Greece. Correspondence regarding this article can also be addressed directly to: m.a.deilogkou@gmail.com.
Konstantinos Koskinas is a Professor at the Department of Psychology, Panteion University, Athens, Greece. He is the founder and director of the Virtual Reality, Internet Research and e-Learning Laboratory. Correspondence regarding this article can also be addressed directly to: kkoski@panteion.gr.
Georgios Alexias is an Associate Professor at the Department of Psychology, Panteion University, Athens, Greece. His research interests focus on Sociology of Health and Sociology of the Body. In this context he focuses on the experiential dimension of health and illness, mainly the way the patient “lives” his illness. Correspondence regarding this article can also be addressed directly to: galexias@panteion.gr.
Publication Date
1-21-2017
DOI
10.46743/2160-3715/2017.2551
Recommended APA Citation
Brailas, A.,
Avani, S.,
Gkini, C.,
Deilogkou, M.,
Koskinas, K.,
&
Alexias, G.
(2017).
Experiential Learning in Action: A Collaborative Inquiry.
The Qualitative Report,
22(1), 271-288.
https://doi.org/10.46743/2160-3715/2017.2551
