Using diaries in mixed methods designs

Mittelmeier, Jenna; Rienties, Bart; Zhang, Kate Yue; Jindal‐Snape, Divya

doi:10.4324/9780429326318-3

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…The open coding of narrative diary entries used to enrich the quantitative dataset was performed by a single researcher (although this may not be critical for certain kinds of qualitative analysis, like reflexive thematic analysis, see [Braun and Clarke, 2021]). Our study also shares typical limitations of diary studies, such as participation fatigue, selfselection bias, confirmability, or potential lack of depth in data [Mittelmeier et al, 2021]. These weaknesses could be ameliorated with the use of further mixed methods (e.g., Mittelmeier and colleagues' use of social network analysis and interviews aside from the self-tracking/diaries), or the use of multimodal learning analytics more generally (as already attempted by [Di Mitri et al, 2017]).…”

Section: Limitationsmentioning

confidence: 82%

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Single-case learning analytics: Feasibility of a human-centred analytics approach to support doctoral education

Prieto¹,

Pishtari²,

Dimitriadis³

et al. 2022

Preprint

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Recent advances in machine learning and natural language processing have the potential to transform human activity in many domains. The field of learning analytics has applied these techniques successfully to many areas of education but has not been able to permeate others, such as doctoral education. Indeed, doctoral education remains an under-researched area with widespread problems (high dropout rates, low mental well-being) and lacks technological support beyond very specialized tasks. The inherent uniqueness of the doctoral journey may help explain the lack of generalized solutions (technological or otherwise) to these challenges. We propose a novel approach to apply the aforementioned advances in computation to support doctoral education. Single-case learning analytics defines a process in which doctoral students, researchers, and computational elements collaborate to extract insights about a single (doctoral) learner's experience and learning process. The feasibility and added value of this approach are demonstrated using an authentic dataset collected by nine doctoral students over a period of at least two months. The insights from this exploratory proof-of-concept serve to spark a research agenda for future technological support of doctoral education, which is aligned with recent calls for more human-centred approaches to designing and implementing learning analytics technologies.

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Section: Limitationsmentioning

confidence: 82%

“…• Investigating the role of doctoral supervisors and other human actors in an SCLA4DE approach, to deal with diaries' issues of confirmability and social desirability bias [Mittelmeier et al, 2021].…”

Section: Conclusion and A Future Scla4de Research Agendamentioning

confidence: 99%

Single-case learning analytics: Feasibility of a human-centred analytics approach to support doctoral education

Prieto¹,

Pishtari²,

Dimitriadis³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…A convergent parallel design (Creswell & Plano Clark, 2011) was used for data collection to facilitate triangulation. It comprised semi-structured weekly diaries kept by all the students and follow-up semi-structured interviews with volunteers when the course finished, based on the diaries (Mittelmeier et al, 2021) as shown in Figure 2.…”

Section: Methodsmentioning

confidence: 99%

Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online

Bergman

Negretti

Spencer‐Oatey

et al. 2023

Journal of Studies in International Education

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Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students’ integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.

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Exploring the ways of studying academic identity as a dynamic discursive performance: the use of diary as a method

Djerasimovic

2021

European Journal of Higher Education

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Using diaries in mixed methods designs

Cited by 5 publications

References 1 publication

Single-case learning analytics: Feasibility of a human-centred analytics approach to support doctoral education

Single-case learning analytics: Feasibility of a human-centred analytics approach to support doctoral education

Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online

Exploring the ways of studying academic identity as a dynamic discursive performance: the use of diary as a method

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