Teaching and Learning Qualitative Research in the Classroom and in the Family
Location
1047
Format Type
Plenary
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
The purpose of this current research inquiry is to elicit the perceptions of both students and family members in relation to two distinct yet related research inquiries in relation to teaching and learning qualitative research 1). Doctoral Students: Three doctoral students in my Online qualitative research class were asked to write their reflections and discuss their experiences in relation to learning Online versus Onground. This inquiry has been ongoing and will culminate in the presentation we hope to make at TQR10. 2). Family Research: TQR8 (January, 2017) afforded me the opportunity to integrate the conference theme of “caring” in research to the concept of how remembered instances of caring and non-caring in schooling (elementary grades through college) affected my son who is scheduled to graduate from college in May, 2018. Based on this presentation, my co-researchers (spouse and son) and I had an article published in the Brock Education Journal. The entire process of collecting data for this research as well as our engagement in writing and presenting allowed us to engage in an ongoing process of teaching and learning about qualitative inquiry. This entry into “family research” was new to me and to them and now offers us the opportunity to reflect back not so much on the topic of caring but rather the experience of learning qualitative inquiry in a family setting. It is unclear at this time, where these two inquiries will converge and where they will remain separate. However, as the “instructor” of both groups, I should be able to identify and describe my own perceptions regarding these two separate but connected experiences.
Keywords
Online Learning, Onground Learning, Family Research
Teaching and Learning Qualitative Research in the Classroom and in the Family
1047
The purpose of this current research inquiry is to elicit the perceptions of both students and family members in relation to two distinct yet related research inquiries in relation to teaching and learning qualitative research 1). Doctoral Students: Three doctoral students in my Online qualitative research class were asked to write their reflections and discuss their experiences in relation to learning Online versus Onground. This inquiry has been ongoing and will culminate in the presentation we hope to make at TQR10. 2). Family Research: TQR8 (January, 2017) afforded me the opportunity to integrate the conference theme of “caring” in research to the concept of how remembered instances of caring and non-caring in schooling (elementary grades through college) affected my son who is scheduled to graduate from college in May, 2018. Based on this presentation, my co-researchers (spouse and son) and I had an article published in the Brock Education Journal. The entire process of collecting data for this research as well as our engagement in writing and presenting allowed us to engage in an ongoing process of teaching and learning about qualitative inquiry. This entry into “family research” was new to me and to them and now offers us the opportunity to reflect back not so much on the topic of caring but rather the experience of learning qualitative inquiry in a family setting. It is unclear at this time, where these two inquiries will converge and where they will remain separate. However, as the “instructor” of both groups, I should be able to identify and describe my own perceptions regarding these two separate but connected experiences.
Comments
Breakout Session A