Reflective Journaling in an Online Qualitative Research Course: Perspectives of Teacher and Student
Location
DeSantis Room 1052
Format Type
Plenary
Format Type
Paper
Start Date
16-1-2020 9:45 AM
End Date
16-1-2020 10:05 AM
Abstract
Distance education, especially at the graduate level, is ubiquitous in the field of nursing education. As one assignment in an on-line Qualitative Research and Analysis course, PhD in Nursing students were asked to journal on a weekly basis about their learning and growth regarding qualitative inquiry. At the end of the course, students submitted an integrated reflective paper on their development of new knowledge gained through the journaling experience.
One student completed a thorough retrospective review of her own journal entries. In her review, she analyzed entries to identify common themes related to qualitative research. Three themes emerged: Things I was skeptical about, things I enjoyed and things I learned. The review process provided the student with a clearer understanding about her own learning and research preferences. It has also led her on a quest to discover further meaning in qualitative research, in particular, its use in evidence-based practice. Reflections on the experience from the course professor and one student will be presented.
Keywords
distance education, nursing, qualitative
Reflective Journaling in an Online Qualitative Research Course: Perspectives of Teacher and Student
DeSantis Room 1052
Distance education, especially at the graduate level, is ubiquitous in the field of nursing education. As one assignment in an on-line Qualitative Research and Analysis course, PhD in Nursing students were asked to journal on a weekly basis about their learning and growth regarding qualitative inquiry. At the end of the course, students submitted an integrated reflective paper on their development of new knowledge gained through the journaling experience.
One student completed a thorough retrospective review of her own journal entries. In her review, she analyzed entries to identify common themes related to qualitative research. Three themes emerged: Things I was skeptical about, things I enjoyed and things I learned. The review process provided the student with a clearer understanding about her own learning and research preferences. It has also led her on a quest to discover further meaning in qualitative research, in particular, its use in evidence-based practice. Reflections on the experience from the course professor and one student will be presented.