The CAQDAS Postgraduate Learning Model: an interplay between methodological awareness, analytic adeptness and technological proficiency

Silver, Christina; Rivers, Christine

doi:10.1080/13645579.2015.1061816

Cited by 20 publications

(21 citation statements)

References 26 publications

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“…Hernández-Hernández and Sancho-Gil, 2015;Scott Jones and Goldring, 2015), continues in other recent literature (e.g. Dyrhauge, 2014;Silver and Rivers, 2015). The insights gained from such research are valuable, contributing to pedagogical culture by providing detailed examples of the ways in which teachers can engage with, and motivate, learners through changes to pedagogic practice.…”

Section: From Thematic and Systematic Review To Empirical Researchmentioning

confidence: 87%

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

Lewthwaite

Nind

2016

British Journal of Educational Studies

101

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Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice.

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Section: From Thematic and Systematic Review To Empirical Researchmentioning

confidence: 87%

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

Lewthwaite

Nind

2016

British Journal of Educational Studies

101

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“…We offer the courses as hands-on workshops. This is partly motivated by our own teaching experience in reference management tools like EndNote, where hands-on courses are essential, and partly motivated by the amount of literature supporting this kind of approach when teaching CAQDAS programs (see for instance Bourque & Bourdon, 2017, Silver & Rivers, 2016. Our experience with EndNote clearly shows the need for user support far beyond only teaching the software in question, because of highly different levels of computer literacy amongst the participants.…”

Section: How To Teach Nvivo?mentioning

confidence: 99%

“…In their article "The CAQDAS Postgraduate Learning Model: an interplay between methodological awareness, analytic adeptness and technological proficiency" (Silver & Rivers, 2016), Silver and Rivers stress the importance of integrated learning of qualitative methodology and technology for postgraduate students. Their findings highly support our initial understanding of the importance of co-operating with staff offering the methodology courses at NTNU.…”

Section: New Skills and Competencesmentioning

confidence: 99%

NVivo courses in the library

Røddesnes¹,

Faber²,

Jensen³

2019

NORIL

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In 2017, we started a project with the goal of offering a new service to academic staff and PhD candidates at the NTNU University Library: courses and guidance in the use of NVivo, a software to alleviate the workload in structuring and analysing qualitative research data. Such software is useful for a plethora of subjects, like geography, anthropology, sociology, but also subjects like art history. Faculty members and PhD-candidates at NTNU have expressed enthusiasm when contacted about future courses in NVivo. Some employees have experience with NVivo, while others have tried to make their own tools and systems for analysis to fulfil their needs. Based on their feedback, experiences and valuable suggestions, we will offer the course in the fall 2018, either as a standalone library course or as a joint venture with one or more departments in the Humanities and Social Sciences faculties. Our article will focus on how we have identified a new skillset and how we developed a new course for our patrons in close cooperation with them. In our article we will walk you through our ongoing project. We are very interested in feedback and hope to spark a discussion on the creation of new services in the libraries.

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“…Esse facto torna-se ainda mais relevante se tivermos em conta que, a utilização de ferramentas digitais de apoio à análise de dados, exige elevados conhecimentos técnicos e metodológicos por parte do investigador. Tais circunstâncias podem vir a revelarem-se desmotivadoras para os utilizadores (Silver & Rivers, 2015). Essa realidade pode ainda ser agravada se tivermos em conta que os utilizadores recorrem aos QDAS no âmbito da realização dos seus projetos de mestrado, doutoramento ou pós-graduação (Freitas et al, 2016;Silver & Rivers, 2015), ocasiões nas quais não existe abundancia de tempo para a aprendizagem de um software.…”

Section: Introductionunclassified

“…Tais circunstâncias podem vir a revelarem-se desmotivadoras para os utilizadores (Silver & Rivers, 2015). Essa realidade pode ainda ser agravada se tivermos em conta que os utilizadores recorrem aos QDAS no âmbito da realização dos seus projetos de mestrado, doutoramento ou pós-graduação (Freitas et al, 2016;Silver & Rivers, 2015), ocasiões nas quais não existe abundancia de tempo para a aprendizagem de um software. Assim, a existência de uma ferramenta digital que simplificasse o processo e aprendizagem de QDAS, poderia tornarse numa mais valia para o investigador, na medida que se poderia reduzir o tempo gasto na curva de aprendizagem e investi-lo na produtividade da sua investigação.…”

Section: Introductionunclassified

Autoaprendizagem online do webQDA: uma análise de grupos focais

Freitas

Souza

Costa

2020

risti

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RESUMO O recurso aos Qualitative Data Analysis Software (QDAS) é algo cada vez mais incontornável entres investigadores qualitativos. Porém, o uso destas ferramentas digitais não é pacifico, pois, o processo de aprendizagem pode ser uma barreira para os investigadores. Este estudo é parte integrante de um projeto de investigação e procura analisar esta curva de aprendizagem através da recolha de dados relativos à análise do Protótipo de Aprendizagem online (PAo) do webQDA®. Este estudo de natureza qualitativa teve por base dois grupos focais. Os resultados demonstraram que, apesar do PAo ser uma ferramenta útil na aprendizagem, apresenta limitações em termos de Usabilidade, o que acaba por proporcionar uma má Experiência de Utilizador (UX). Esta análise foi realizada com o próprio webQDA® e mostrou-se essencial na identificação das fragilidades do PAo e para o processo de criação de diretrizes gerais de um Ambiente de Autoaprendizagem online para o webQDA®.

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The CAQDAS Postgraduate Learning Model: an interplay between methodological awareness, analytic adeptness and technological proficiency

Cited by 20 publications

References 26 publications

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

NVivo courses in the library

Autoaprendizagem online do webQDA: uma análise de grupos focais

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