Literaturnachweis - Detailanzeige
Autor/inn/en | Cooper, Robin; Chenail, Ronald J.; Fleming, Stephanie |
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Titel | A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis |
Quelle | In: Qualitative Report, 17 (2012), Artikel 8 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1052-0147 |
Schlagwörter | Experiential Learning; Learning Experience; Curriculum Design; College Instruction; Research Skills; Teaching Methods; Meta Analysis; Literature Reviews; Research Reports; Journal Articles; Grounded Theory; Qualitative Research; Intellectual Disciplines; Logical Thinking; Learning Processes; Constructivism (Learning); Coding Experiental learning; Erfahrungsorientiertes Lernen; Lernerfahrung; Lehrplangestaltung; Hochschullehre; Forschungsleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse; Research report; Forschungsbericht; Journal article; Zeitschriftenaufsatz; Qualitative Forschung; Geisteswissenschaften; Learning process; Lernprozess; Codierung; Programmierung |
Abstract | This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students' experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students' learning experiences--affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students' learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates experiential learning early in the learning experience. This paper reports these findings, presents this grounded theory of inductive qualitative research education, and discusses the implications of the findings of this meta-analysis for those teaching and researching qualitative research. (Contains 2 figures.) (As Provided). |
Anmerkungen | Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |