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 3 main principles: 1.Real-life scenarios 2.Self-directed learning 3.Knowledge construction through peer-group interaction

Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report, 16(01). Savin-Baden, M. (2004). Understanding the impact of assessment on students in problem-based learning. Innovations in Education and Teaching International, 41(2),

Clouston, T. J. (2007). Exploring methods of analysing talk in problem-based learning tutorials. Journal for Further and Higher Education, 31(2), Clouston, T. J., & Whitcombe, S. W. (2005). An emerging person centred model for problem-based learning. Journal for Further and Higher Education, 29(3), Reynolds, F. (1997). Studying psychology at degree level: Would problem- based learning enhance students' experiences? Studies in Higher Education, 22(3),

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 499http:// 499 Resources: – Tutor handbook – Student handbook – Annotated reading list – Website: discussion boards, access to audio/video files, etc

The problems 1.Research committee Work in pairs in groups. Choose journal article to ‘defend’ against similar topic with different methodology. Theory. 2.Project team Provided with data. Choose methodology to analyse and do brief report to check understanding. Theory/practice. 3.Grant report 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 – 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’. 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…