Teaching qualitative research is often hampered by student uncertainties around how to apply methodological knowledge in practice. Digital learning objects (DLOs) may offer a solution to this problem, although they also come with limitations. This study assessed the student perspective on the strengths and limitations of six qualitative analysis DLOs in the field of media and communication. Drawing from a thematic analysis of 527 written student reflections on the use of these DLOs in learning practices, this paper found that DLOs were helpful in clearing doubts and cementing knowledge. Furthermore, they motivated students by increasing self-regulation and by providing a new learning environment that was perceived as showcasing “learning how to learn.” However, the DLOs also introduced new anxieties, destabilized the relationship between lecture and tutorial, and were not successful at fostering student reflexivity in relation to the research process. These findings provide practitioners with pedagogical insight into using DLOs to improve the learning experience of qualitative research.
reusable learning objects, digital learning environments, online teaching and learning, student experience, teaching qualitative research
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Recommended APA Citation
Dumitrica, D., & Jarmula, P. (2022). Teaching Qualitative Research Methods in Media and Communication: The Benefits and Limitations of Digital Learning Objects. The Qualitative Report, 27(9), 1934-1951. https://doi.org/10.46743/2160-3715/2022.5256