A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis

Autor/inn/en	Cooper, Robin; Chenail, Ronald J.; Fleming, Stephanie
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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