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Designing an interactive instructional package that prepares researchers to conduct qualitative research
DISSERTATION

, University of Houston, United States

University of Houston . Awarded

Abstract

"Teaching qualitative research methods in colleges of education is challenging and exhilarating precisely because such courses call into question students' taken-for-granted assumptions about so many things: the purpose of research, the uses of methods, the nature of knowledge, and what it means to be human" (Web and Glesne, 1992). Perhaps because courses on qualitative research are relative newcomers to the group of research methods courses taken by graduate students in education, there is very little literature on approaches to teaching qualitative methods. However, because these methods are based on epistemologies and philosophies of science that are quite different from the foundations for many quantitative courses, there is a need to develop instructional approaches that are congruent with the framework and underlying epistemology of qualitative research. One approach to instruction that is quite compatible with the foundations of qualitative research methods is case-based instruction.

The focus of this dissertation was the creation of an interactive video-case based instructional package, The Critical Researchers' Guide to Conducting Qualitative Research (CRIT). CRIT provides a supportive environment for teaching qualitative research methods. It is a CD-ROM which includes video-cases and software. This dissertation documents the process of designing, developing, and evaluating CRIT.

There were three aspects to the creation of CRIT: the instructional approach selected, the design process used, and the methods of evaluation. Like qualitative research itself, all three aspects, as represented in this dissertation, are based on alternative philosophical foundations, underlying assumptions, and approaches to research and evaluation. This work was based on interpretivist and critical philosophies of science, constructivist theories of teaching and learning, and interpretivist/constructivist models of design, development, and evaluation.

The instructional design model that guided the process of creating the instructional package and that provided the framework for recursive formative evaluation was Willis' (1995) Recursive, Reflective, Design and Development Model (R2D2). The approach emphasizes the use of recursion in the design process, a reflective rather than technical-rational approach to design and development, and the heavy participation of both experts and end users in the entire design and development process.

Citation

Colon, B.M. Designing an interactive instructional package that prepares researchers to conduct qualitative research. Ph.D. thesis, University of Houston. Retrieved September 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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