Presentation on theme: "Learning by doing: Developing problem-based learning materials for teaching qualitative research methods to undergraduate students Sally Wiggins & Victoria."— Presentation transcript:
Learning by doing: Developing problem-based learning materials for teaching qualitative research methods to undergraduate students Sally Wiggins & Victoria Burns Dept of Psychology University of Strathclyde
Overview of project 1.Literature review 2.UK Departmental survey 3.Draft of materials 4.Student test group 5.Materials re-drafted
Literature review Duch, B.J., Groh, S.E. & Allen, D.E. (2001) The power of problem- based learning: A practical ‘how to’ for teaching undergraduate courses in any discipline. Sterling, Virginia: Stylus Publishing. Fontes, L.A. & Piercy, F.P. (2000) Engaging students in qualitative research through experiential class exercises. Teaching of Psychology. Vol. 27: 174-179. Hopkinson, G. & Hogg, M. (2004) Teaching and learning about qualitative research in the social sciences: An experiential learning approach amongst marketing students. Journal of Further & Higher Education. Vol. 28: 307-20. Norton, L. (2001) Psychology Applied Learning Scenarios (PALS): A practical introduction to problem-based learning using vignettes for psychology lecturers. LTSN/HEA mini-project. Accessible via PLAT website.
UK survey 10 responses: 6 of these provided example PBL materials Thanks to: Becky Barnes (University of Plymouth) Daniel Farrelly (University of Sunderland) Carol Martin (Leeds University) Pieter Nel (University of Hertfordshire) Miles Thomas (UEL) Ann Walker (Sheffield Hallam University)
The student test group Wanted more… Practical elements Clarity in problems and feedback Guidance and consequences for group issues Liked… New topics Practical elements Choice (but not too much…) Role play elements
ProblemNo. of classes Choice?Roles?Materials? Ice breaker 1 No; introduces class to group work and roles Chair (1) Scribe (1) Simple scenario Research committee 2 (or 4) Each ‘pair’ chooses 1 article from 4. C (1), S (1). Methodological advisor (2) Researchers (2) Journal articles Project team 3 Choose data sample & subsequent methodology Chair (1), Scribe (1). All act as RA’s on task; divide up analysis. Audio or video data sample & transcript Research proposal (assessed) 5 Build on Project Team; choose own data & method Chair (1), Scribe (1). Others tbc Sample grant proposals.
Next steps Run the Qualitative methodologies in Practice class. Materials on HEA website in Autumn Feedback and adaptations from colleagues at other institutions… Any comments appreciated: firstname.lastname@example.org