{"title":"Adapting voice-centred relational method to understand students’ experiences of synchronous online tuition","authors":"K. Chandler","doi":"10.1080/1743727X.2022.2120980","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"46 1","pages":"271 - 284"},"PeriodicalIF":1.5000,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research & Method in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1743727X.2022.2120980","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.
期刊介绍：
The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.
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