Transcript Sally_Wiggins - The Higher Education Academy

Look, no hands!
Teaching qualitative research methods using
problem based learning
Sally Wiggins
Dept of Psychology
University of Strathclyde
Teaching vs. learning
PBL in a nutshell
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3 main principles:
1. Real-life scenarios
2. Self-directed learning
3. Knowledge construction through peer-group interaction
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www.udel.edu/pbl
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www.unimaas.nl/PBL
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Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional
model and its constructivist framework. CRLT Technical Report, 16(01).
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Savin-Baden, M. (2004). Understanding the impact of assessment on students
in problem-based learning. Innovations in Education and Teaching
International, 41(2), 223-233
Clouston, T. J. (2007). Exploring methods of analysing talk in problem-based
learning tutorials. Journal for Further and Higher Education, 31(2), 183-193.
Clouston, T. J., & Whitcombe, S. W. (2005). An emerging person centred
model for problem-based learning. Journal for Further and Higher Education,
29(3), 265-275.
Reynolds, F. (1997). Studying psychology at degree level: Would problembased learning enhance students' experiences? Studies in Higher Education,
22(3), 263-275.
The Qualitative Methodologies in
Practice class
• Optional honours class
• 7 weeks of teaching / 21 contact hours
• Theories/epistemologies/analytic procedures of different
qualitative methodologies
• Ice-breaker exercise + 3 problems
• http://www.psychologypracticals.com/html/details.asp?id=
499
• Resources:
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Tutor handbook
Student handbook
Annotated reading list
Website: discussion boards, access to audio/video files, etc
The problems
1. Research committee
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Work in pairs in groups. Choose journal article to ‘defend’ against
similar topic with different methodology. Theory.
2. Project team
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Provided with data. Choose methodology to analyse and do brief
report to check understanding. Theory/practice.
3. Grant report
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Collect own data as if doing mini pilot study. Choose methodology,
analyse and write up individually. Theory/practice. Assessed part of
class.
Hi RA!
Hope things are good with you. Did you manage to get the heating sorted in
your flat? Just a quick update on progress with the project: Jenny wants us to
make a decision soon on the focus for stage 2 of the project, where we’ll move
onto collecting some fresh data. I’ve attached some of the pilot data to this
email – you should find an audio file and transcripts that we produced in stage
1. I wasn’t sure which style of transcript you’d need (i.e. just the words or
symbols too) so I’ve included both. Can you have a good look at the data and
suggest a methodology that we might apply to analyse them? Jenny will want
to see some example analyses too; we’re relying on you to be our methodology
expert at this stage! The pilot interviews were really long, so I picked out two
sections to focus on, but I’ll leave it up to you to choose one section; either
would fit well with the project aims. Remember stage 2 is the qualitative bit, so
no stats for this one (phew!). You will also need to decide on a research
question; things have changed since stage 1 so Jenny is open to new directions.
Anyway, can you get your notes on this ready for the team meeting next week
please?
Cheers, Kath.
Students’ experience of the class so
far...
The class is good. It encourages you to work harder because its up to
you to learn and you have targets to meet as a group. Good for
developing interpersonal skills.
The class prompts a constant and consistent approach to class, instead
of leaving study to a week before exams, as many students do (as they
have no one to answer to).
…and more from the students…
• I really enjoy the class, it gives you the opportunity to learn
what you want and the subject you want to study. I enjoy
being responsible for my own learning and it gives you
good practice with work and time management. It keeps
the sessions interesting and focused. I think you learn a lot
more and it’s a good approach to self-learning and
preparing for the ‘real world’.
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I feel that I have learned more from this class than I have
from run of the mill lectures. From my other class(es) I feel
like I have to go away and then learn the information,
whereas in PBL I am learning within the classroom
environment so when I do further reading I can treat it
more as revision.
Key points to note
1. Be clear and explicit
2. Students as experts
3. Being open to change and
challenges
4. Value-added elements
5. Variations in groups
Remaining issues…