Dialogic conversations in qualitative research education: A co-constructed learning case

Format Type

Plenary

Format Type

Panel

Start Date

12-1-2021 11:15 AM

End Date

12-1-2021 12:05 PM

Abstract

In this presentation we discuss the practical application as well as the personal experiences and discoveries that were designed into and emerged from a series of dialogic interactions in multiple online university courses. In a unique and disruptive time where sense-making and sense-sharing seem to have extra significance, this classical approach was implemented to tailor the learning to the interests, needs, and direction of the learners. The intent in this alteration of the standard course design was a greater sense of exploration of the topics and to create a space for the learners to thrive. This co-constructed learning experience was applied to multiple qualitative research graduate level courses and included discussions of qualitative methodologies from a theoretical and application perspective as well as concepts from the related literature that were perceived as resonating or challenging. Additionally, the discussions included the implementation of qualitative thinking and the potential application of a qualitative life. The instructor/facilitator and selected learners will share insights and descriptions of the experience and a related community discussion will be encouraged as we consider this co-constructed learning case and how it applies to a learning community.

Keywords

Qualitative Research, Co-constructed Education, Dialogic, Discussion

Comments

This panel presentation will be lead by a professor and two students from the NSU's Graduate Certificate in Qualitative Research program and will focus on two courses from the recently completed Fall 2020 term.

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Jan 12th, 11:15 AM Jan 12th, 12:05 PM

Dialogic conversations in qualitative research education: A co-constructed learning case

In this presentation we discuss the practical application as well as the personal experiences and discoveries that were designed into and emerged from a series of dialogic interactions in multiple online university courses. In a unique and disruptive time where sense-making and sense-sharing seem to have extra significance, this classical approach was implemented to tailor the learning to the interests, needs, and direction of the learners. The intent in this alteration of the standard course design was a greater sense of exploration of the topics and to create a space for the learners to thrive. This co-constructed learning experience was applied to multiple qualitative research graduate level courses and included discussions of qualitative methodologies from a theoretical and application perspective as well as concepts from the related literature that were perceived as resonating or challenging. Additionally, the discussions included the implementation of qualitative thinking and the potential application of a qualitative life. The instructor/facilitator and selected learners will share insights and descriptions of the experience and a related community discussion will be encouraged as we consider this co-constructed learning case and how it applies to a learning community.