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Skills, Knowledge, and Emotions: A Meta-Data-Analysis of Students’ Experiences Learning Qualitative Research

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Abstract:

A body of research regarding students’ perceptions of their learning qualitative research experiences has emerged over the last twenty years yet no systematic review has been conducted to indentify patterns across these individual studies. To address this gap, the researchers conducted a meta-data-analysis of results from 23 primary studies of students’ experiences learning qualitative research. From their meta-analysis, the researchers propose students learning qualitative research (a) experience a conceptual change that seems to be both cognitive and affective and (b) find the interpersonal, intrapersonal, technical, and logistical dimensions of becoming qualitative data generating and analyzing “instruments” challenging and rewarding. The investigators suggest their findings imply successful learning involves providing adequate time for the students to (a) Read relevant writings, (b) Re-view examples of best practices, (c) Role play important activities, (d) Research for real, and (e) Reflect on all aspects of becoming a qualitative researcher.
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Association:
Name: Seventh International Congress of Qualitative Inquiry
URL:
http://www.icqi.org


Citation:
URL: http://citation.allacademic.com/meta/p494284_index.html
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MLA Citation:

Obenchain-Leeson, Alice., Keptner, Karen., Cooper, Robin. and Chenail, Ronald. "Skills, Knowledge, and Emotions: A Meta-Data-Analysis of Students’ Experiences Learning Qualitative Research" Paper presented at the annual meeting of the Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champain Illini Union, Urbana, IL, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494284_index.html>

APA Citation:

Obenchain-Leeson, A. , Keptner, K. , Cooper, R. and Chenail, R. "Skills, Knowledge, and Emotions: A Meta-Data-Analysis of Students’ Experiences Learning Qualitative Research" Paper presented at the annual meeting of the Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champain Illini Union, Urbana, IL <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494284_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: A body of research regarding students’ perceptions of their learning qualitative research experiences has emerged over the last twenty years yet no systematic review has been conducted to indentify patterns across these individual studies. To address this gap, the researchers conducted a meta-data-analysis of results from 23 primary studies of students’ experiences learning qualitative research. From their meta-analysis, the researchers propose students learning qualitative research (a) experience a conceptual change that seems to be both cognitive and affective and (b) find the interpersonal, intrapersonal, technical, and logistical dimensions of becoming qualitative data generating and analyzing “instruments” challenging and rewarding. The investigators suggest their findings imply successful learning involves providing adequate time for the students to (a) Read relevant writings, (b) Re-view examples of best practices, (c) Role play important activities, (d) Research for real, and (e) Reflect on all aspects of becoming a qualitative researcher.


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Students, Teachers, and Researchers' Perceptions of Peer Feedback in the ESL/EFL Writing Classrooms: A Qualitative Meta-analysis


 
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