Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research

Collier-Reed, Brandon I.; Ingerman, Åke; Berglund, Anders

doi:10.1080/16823200903234901

Cited by 95 publications

(47 citation statements)

References 13 publications

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“…I felt that asking students to write the connections as they read the article would encourage immediacy of response and interrupt the students' reading as little as possible. Giving the same scripted instruction and model reading in each section, reduced the possibility of providing different cues to different subjects (Collier-Reed, Ingerman, and Berglund 2009;Ashworth and Lucas 2000). Using these written responses provided me with a large, focused data-set, gathered in a relatively short time, benefits that at least partially offset the loss of depth interviews might have produced (Ashworth and Lucas 2000).…”

Section: Research Approachmentioning

confidence: 98%

Student connections with academic texts: a phenomenographic study of reading

MacMillan

2014

Teaching in Higher Education

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Section: Research Approachmentioning

confidence: 98%

Student connections with academic texts: a phenomenographic study of reading

MacMillan

2014

Teaching in Higher Education

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“…In phenomenographic research, the dimensions of variation do not capture individual experiences but reflect the possible ways the participants have experienced a phenomenon at a collective level [Collier-Reed et al 2009]. In our study, the related dimensions of variation are grouped and given labels that capture the expressed understandings.…”

Section: Discussionmentioning

confidence: 99%

Learning Computer Science

Thota

Berglund

2016

ACM Trans. Comput. Educ.

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We know from research that there is an intimate relationship between student learning and the context of learning. What is not known or understood well enough is the relationship of the students' background and previous studies to the understanding and learning of the subject area-here, computer science (CS). To show the contextual influences on learning CS, we present empirical data from a qualitative investigation of the experiences of Chinese students studying for a master degree at Sweden's Uppsala University. Data were collected of the students' understanding and learning of CS, their experience of the teaching and their own studies, and of their personal development in Sweden. Using an analysis framework grounded in phenomenography, we analytically separated the what and how aspects of learning. In this article, we describe the what, or the content of the students' learning, and identify dimensions of variation in the experiences of students. These dimensions relate to the foci of the CS programs, the learning outcomes, and the impact of the studies. The findings from the analyses indicate pedagogical and pragmatic implications for teaching and learning CS in higher education institutions. The study extends the traditional use of phenomenography through the discussion of the dimensions of variation in the experiences and the values within the dimensions. It opens the way for understanding the relational nature of learning in computing education.

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“…Furthermore, it is also to present the results and conclusions of a study to the research/professional community in an open way that enables the study as a whole to be scrutinised and critiqued. The primary purpose of doing so is to encourage and facilitate the research community recognising and judging for themselves the communicative credibility of the results in a holistic sense (Booth, 1992;Collier-Reed, Ingerman, & Berglund, 2009;Kvale, 1996). Furthermore, communicability also concerns the quality of the relationship between the original researcher and other researchers/professionals.…”

Section: Towards a Knowledge Claimmentioning

confidence: 99%

Phenomenography: From Critical Aspects to Knowledge Claim

Collier-Reed¹,

Ingerman²

2013

International Perspectives on Higher Education Research

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In this description of phenomenography, we take a functional view of the theoretical underpinnings that have traditionally been used to support its trustworthiness as a qualitative research approach. The chapter has two objectives, first to serve as an introduction for those considering embarking on research with a phenomenographic framing, and second to enable the recognition of the quality and scope of the knowledge claim inherent in phenomenographic outcomes.

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Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research

Abstract: In interpretive research, trustworthiness has developed to become an important alternative

Cited by 95 publications

References 13 publications

Student connections with academic texts: a phenomenographic study of reading

Student connections with academic texts: a phenomenographic study of reading

Learning Computer Science

Phenomenography: From Critical Aspects to Knowledge Claim

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