Citation

A Phenomenological Inquiry into Nursing Doctoral Students’ Experiences Learning Qualitative Research Online and Face-to-Face

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Abstract:

As online learning becomes more prominent in higher education, faculty and students increasingly face the challenge of teaching and learning qualitative research with little or no face-to-face interaction. Although there are studies of educators’ reflections teaching qualitative research online, there have been no studies conducted on students’ online learning experiences so the presenters conducted a phenomenological study to discover nursing doctoral students’ lived experience learning qualitative research in a primarily online environment during a semester-length course that included a one-week residential component. The results from the qualitative analysis of in-depth interviews suggested the six students noted (a) changes regarding their preconceptions of qualitative research and the role the methodologies might play in their own research; (b) basic confidence in their mastery of the course’s learning objectives; and (c) an appreciation of the differences the online and residential components contributed to their learning experiences in the course.
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Association:
Name: Seventh International Congress of Qualitative Inquiry
URL:
http://www.icqi.org


Citation:
URL: http://citation.allacademic.com/meta/p494286_index.html
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MLA Citation:

Dittman, Patricia., Rutherford, Marcella. and Chenail, Ronald. "A Phenomenological Inquiry into Nursing Doctoral Students’ Experiences Learning Qualitative Research Online and Face-to-Face" 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/p494286_index.html>

APA Citation:

Dittman, P. , Rutherford, M. and Chenail, R. "A Phenomenological Inquiry into Nursing Doctoral Students’ Experiences Learning Qualitative Research Online and Face-to-Face" 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/p494286_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: As online learning becomes more prominent in higher education, faculty and students increasingly face the challenge of teaching and learning qualitative research with little or no face-to-face interaction. Although there are studies of educators’ reflections teaching qualitative research online, there have been no studies conducted on students’ online learning experiences so the presenters conducted a phenomenological study to discover nursing doctoral students’ lived experience learning qualitative research in a primarily online environment during a semester-length course that included a one-week residential component. The results from the qualitative analysis of in-depth interviews suggested the six students noted (a) changes regarding their preconceptions of qualitative research and the role the methodologies might play in their own research; (b) basic confidence in their mastery of the course’s learning objectives; and (c) an appreciation of the differences the online and residential components contributed to their learning experiences in the course.


Similar Titles:
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Can Arts-Based Research Enhance Phenomenological Inquiry? Using Drawings to Examine Doctoral Student Motherhood/Mothering in Academia

Appraising Design Choices in Primary Studies of Students’ Experiences Learning Qualitative Research


 
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