An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led NVivo Workshops

Deakin, Hannah; Wakefield, Kelly; Gregorius, Stefanie

doi:10.1080/03098265.2012.692074

Cited by 10 publications

(7 citation statements)

References 7 publications

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“…The small body of literature on QDAS teaching indicates a deep awareness of the necessity to integrate analytic practice and technology use, and many best practices can be found in these reflections of methods educators. Yet, these educators also consistently note the general institutional lack of research and teaching support (Bourque and Bourdon, 2017;Carvajal, 2002;Deakin et al, 2012;Este et al, 1998;Leitch et al, 2016;Silver and Rivers, 2016), which can be seen as a sign of institutional marginalization of research methods instruction (Bourque and Bourdon, 2017;Davidson, 2004;Paulus and Bennett, 2017;Silver and Woolf, 2015). Such structural barriers to QDAS education seem to be a far-reaching issue in academia (Salmona and Kaczynski, 2016 for Australia;Rivers, 2014 andGibbs, 2014 for the United Kingdom; Smit, 2014 for South Africa; Rodik and Primorac, 2015 for Croatia; Osorio, 2006 for Chile; Mühlmeyer-Mentzel and Schürmann, 2011 for Germany).…”

Section: Qdas Use and Misuse: A Challenge Rooted In Methods Education?mentioning

confidence: 98%

Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy

Schmieder

2019

Qualitative Research

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Methods educators who include qualitative data analysis software (QDAS) in their teaching see the software as an opportunity to bring authentic experiences of analytic practice into classrooms. However, we currently lack a shared language for outlining and understanding what this analytic practice could or should entail. By expanding Silver and Woolf’s 5-Level QDAS® pedagogy, I introduce a theoretical framework of analytic practice with QDAS designed for methods educators to reflect on their curricula, and for academic leaders and administrators to reflect on their institutions’ overall educational ecologies regarding qualitative methods. Further, I illustrate how barriers to integrating QDAS reflect broader issues in qualitative methods education, specifically regarding analysis training and apprenticeship. Given these barriers, I suggest that discussions of the positive or negative impacts of QDAS should focus less on the users and the software itself, and instead more on the way we teach, or fail to teach the practice of qualitative analysis.

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Section: Qdas Use and Misuse: A Challenge Rooted In Methods Education?mentioning

confidence: 98%

Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy

Schmieder

2019

Qualitative Research

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“…Peer teaching has been found to be effective because the peer teacher and the students share a similar knowledge base, which helps the students to understand the subjects or concepts better (Cornwall, 1980). In addition, it has been shown that compared to conventional teacher-driven classes, the atmosphere in peer-to-peer teaching can be more relaxed and informative, which may promote student learning (Wakefield & Gregorius, 2012). Peer-to-peer teaching might also be less threatening, because the informal interaction between peers is less than between a student and the teacher (Ladychewsky & Ryan 2002).…”

Section: Peer Teaching and Learningmentioning

confidence: 99%

“…In addition, it has been shown that peer-to-peer teaching can lead to better student engagement (Stigmar, 2016). However, peer-to-peer teaching is not always widely used in higher education, and at the university level there is a lack of research concentrating on peer teaching (Wakefield & Gregorius, 2012). Although peer teaching has been shown to have a positive effect on studying, there has been insufficient research about the opportunities that peer teaching might have in effecting student integration.…”

Section: Introductionmentioning

confidence: 99%

Supporting student integration by implementing peer teaching into environmental studies

Asikainen

Blomster

Cornér

et al. 2020

Journal of Further and Higher Education

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The benefits of peer teaching have been intensively explored. However, there is still a lack of research in relation to student integration in higher education. The purpose of this study is to explore the relationship between peer teacher interaction and students' experiences of components of integration in the study programme. This comprises student and teacher interaction and support as well as identification with the programme. In addition, the aim is to explore how the students experience peer teachers as effecting their integration into the programme, and to explore how they visualise the relationship between students, teachers and peer teachers as part of the programme. Peer teaching was implemented in an introductory course in Environmental Sciences, in which the peer teachers were responsible for organising and teaching the course. The study was conducted with a mixedmethod approach combining questionnaire data (N=115), open-ended experiences (N=80) and sketches (N=80) done by the students participating in the course. The results show that peer teaching affected student integration in several ways. Practical implications and future research are also discussed.

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“…Peer-led workshops can be part of the solution, as they are an effective training technique that enhances interactivity, engagement, motivation, and student learning (Preszler 2009;Deakin et al 2012;Ouellet Dallaire et al 2018). Here, we present two peer-led workshops entitled "Intercultural Indigenous Workshops" that were held in 2016 and 2017 in Montréal, Québec, Canada, with the aim of preparing ECRs to work together with Indigenous communities.…”

Section: Introductionmentioning

confidence: 99%

Highlighting the potential of peer-led workshops in training early-career researchers for conducting research with Indigenous communities

MacMillan

Falardeau

Girard

et al. 2019

FACETS

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For decades, Indigenous voices have called for more collaborative and inclusive research practices. Interest in community-collaborative research is consequently growing among university-based researchers in Canada. However, many researchers receive little formal training on how to collaboratively conduct research with Indigenous communities. This is particularly problematic for early-career researchers (ECRs) whose fieldwork often involves interacting with communities. To address this lack of training, two peer-led workshops for Canadian ECRs were organized in 2016 and 2017 with the following objectives: ( i) to cultivate awareness about Indigenous cultures, histories, and languages; ( ii) to promote sharing of Indigenous and non-Indigenous ways of knowing; and ( iii) to foster approaches and explore tools for conducting community-collaborative research. Here we present these peer-led Intercultural Indigenous Workshops and discuss workshop outcomes according to five themes: scope and interdisciplinarity, Indigenous representation, workshop environment, skillful moderation, and workshop outcomes. Although workshops cannot replace the invaluable experience gained through working directly with Indigenous communities, we show that peer-led workshops can be an effective way for ECRs to develop key skills for conducting meaningful collaborative research. Peer-led workshops are therefore an important but insufficient step toward more inclusive research paradigms in Canada.

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An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led NVivo Workshops

Cited by 10 publications

References 7 publications

Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy

Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy

Supporting student integration by implementing peer teaching into environmental studies

Highlighting the potential of peer-led workshops in training early-career researchers for conducting research with Indigenous communities

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