Exploring innovative ways of teaching and assessing Advanced Qualitative Research Methods for final year undergraduate students
Location
1047
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Qualitative research methods do not form a ‘how to do’ set of skills that can be applied in the textbook fashion of quantitative methodologies and statistical analyses; and these modules seldom include practical aspects of assessment. Indeed, some qualitative approaches stress that use of analytic tools can only be learnt ‘on the job’ with real-life data with which the researcher is personally involved and concerned (Potter & Wetherell, 1987).
Active learning has been defined as any instructional method which engages students in the learning process (Prince, 2004). Gibbs (1992) suggests the ‘learning by doing strategy’ takes students beyond the reproduction of knowledge to the application of knowledge. In this presentation, I propose a new half-year module for teaching qualitative approaches through use of active and experiential approaches. I describe my ideas of an innovative approach to teaching and assessing advanced qualitative research methods to final year psychology undergraduate students, whereby they will be equipped with practical research skills. This will be achieved through a range of in-class activities, feedback and formative assessments. As such, students can then be effectively assessed through a practical piece of summative work, facilitating the active learning of important research skills among final year psychology students.
Keywords
Teaching, qualitative research methods, active learning
Exploring innovative ways of teaching and assessing Advanced Qualitative Research Methods for final year undergraduate students
1047
Qualitative research methods do not form a ‘how to do’ set of skills that can be applied in the textbook fashion of quantitative methodologies and statistical analyses; and these modules seldom include practical aspects of assessment. Indeed, some qualitative approaches stress that use of analytic tools can only be learnt ‘on the job’ with real-life data with which the researcher is personally involved and concerned (Potter & Wetherell, 1987).
Active learning has been defined as any instructional method which engages students in the learning process (Prince, 2004). Gibbs (1992) suggests the ‘learning by doing strategy’ takes students beyond the reproduction of knowledge to the application of knowledge. In this presentation, I propose a new half-year module for teaching qualitative approaches through use of active and experiential approaches. I describe my ideas of an innovative approach to teaching and assessing advanced qualitative research methods to final year psychology undergraduate students, whereby they will be equipped with practical research skills. This will be achieved through a range of in-class activities, feedback and formative assessments. As such, students can then be effectively assessed through a practical piece of summative work, facilitating the active learning of important research skills among final year psychology students.
Comments
Breakout Session D