采用以语音为中心的关系方法，了解学生对同步在线教学的体验

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2022-09-08 DOI:10.1080/1743727X.2022.2120980

K. Chandler

{"title":"采用以语音为中心的关系方法，了解学生对同步在线教学的体验","authors":"K. Chandler","doi":"10.1080/1743727X.2022.2120980","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Adapting voice-centred relational method to understand students’ experiences of synchronous online tuition\",\"authors\":\"K. Chandler\",\"doi\":\"10.1080/1743727X.2022.2120980\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.\",\"PeriodicalId\":51655,\"journal\":{\"name\":\"International Journal of Research & Method in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2022-09-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Research & Method in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1743727X.2022.2120980\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research & Method in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1743727X.2022.2120980","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

摘要

摘要:本文介绍了在英国一所大型远程教育大学调查学生在健康和社会保健方面的同步在线教学经历的方法方法。本研究将学生视为其教学经历主题的“特权知情者”，采用以经验为中心的叙述方法，并使用以声音为中心的关系方法来分析数据。本文将解释并讨论以声音为中心的关系方法适用于本研究目的的两种方式:首先，在分析的第二阶段对I诗的构建所采取的特殊方法;其次，增加额外的听力，增加演绎镜头，从学生叙事中的探究共同体框架中寻找不同类型存在的证据。这些调整为学生的经历提供了额外的见解，并使这些经历的各个方面更容易被教育者看到。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Adapting voice-centred relational method to understand students’ experiences of synchronous online tuition

ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.