Reflections on Teaching Qualitative Research Online
Location
1053
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Using an autoethnographic case study approach, this study explores the experience of teaching a qualitative research course to online doctoral students using reflective journals. The data and analysis explore the experiences of the instructor and the effectiveness of instructional techniques and online classroom management methods. As this course is the only qualitative research course for this cohort-based program, the instructor faced challenges covering introductory elements, data collection, and data analysis in enough depth in one semester. Instructor’s journals reflect the challenges of teaching qualitative research online are similar to face-to-face (i.e., teaching epistemology, teaching students at various skill levels), while the students’ journals reflect they are gaining confidence in seeing themselves as researchers and understanding how to conduct qualitative research. Both instructor and students noted that the repetition of epistemological considerations in each lesson and the “skills lab” exercises and practice through writing activities helped the students develop and enhance their understanding of the nature of qualitative research.
Keywords
teaching, online education, doctoral student
Reflections on Teaching Qualitative Research Online
1053
Using an autoethnographic case study approach, this study explores the experience of teaching a qualitative research course to online doctoral students using reflective journals. The data and analysis explore the experiences of the instructor and the effectiveness of instructional techniques and online classroom management methods. As this course is the only qualitative research course for this cohort-based program, the instructor faced challenges covering introductory elements, data collection, and data analysis in enough depth in one semester. Instructor’s journals reflect the challenges of teaching qualitative research online are similar to face-to-face (i.e., teaching epistemology, teaching students at various skill levels), while the students’ journals reflect they are gaining confidence in seeing themselves as researchers and understanding how to conduct qualitative research. Both instructor and students noted that the repetition of epistemological considerations in each lesson and the “skills lab” exercises and practice through writing activities helped the students develop and enhance their understanding of the nature of qualitative research.
Comments
Breakout Session I