With ‘the craft’ as the highlight of its title and the focus of its content, this book tries to illustrate qualitative research as an iterative process of inquiry rather than ‘solely a matter of te...

Doing qualitative research: the craft of naturalistic inquiry

Linking Qualitative Data

Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students’ backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students’ experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

Problems of Student Communication in Online Learning

The growth of the participation agenda is multifaceted and inter-disciplinary stretching across a range of institutions within the public sector. Within the field of education the rise of the student- led discourse has grown through a range of academic institutions from primary education to undergraduate study. The purpose of this research is to consider how student voice practice operates within a college of Further Education, which is predominantly, although not exclusively, populated by 16 – 18 year olds. The significance of participation is central to international and national policy across a range of organisations including the UN Convention on the Rights of the Child and those introduced by successive British Governments, such as the UK Every Child Matters guidelines which enshrine in law the rights of the child to express their views and be heard. The issue of student participation should therefore be at the forefront of Further Education Colleges’ agenda. Research into Further Education policy and practice has historically been difficult due to the lack of parity that the sector has for scholarly activity, in comparison to other areas of the UK’s education system, for example Higher Education. There has been a development over the last fifteen years of a changing culture of participation, inclusive learning and student-centred learning within Further Education Colleges in the United Kingdom (UK). As part of this change, within Further Education Colleges, student voice initiatives have become wide ranging and can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees, alongside well established student bodies, such as the National Union of Students. This research project explores how ‘voice’ is discursively framed, operationalised and the extent to which it is inclusive and how the various initiatives meet the needs of the students. The research will examine this through gauging the impact of student voice initiatives, predominately from a student’s perspective, and the ways in which students are listened to in a Further Education College in Central England. This research project has used a single case study approach involving two groups of media students, along with student enrichment staff who work within the college to understand how student voice practice is operationalised at this Further Education College. The case study drew upon traditional research methods, such as interviews and focus groups to better understand how the discourse of ‘voice’ works at the college, but also an art based method called auto-driven photo elicitation. To understand the inclusivity of the student voice practice a mixed method research design sought to draw out an understanding of the students’ feelings and opinions about the college where they studied. The students were given the opportunity to share how these initiatives met their needs through the use of auto-driven photo elicitation, whereby students take images of their own choosing, which allowed for possibilities of a richer data set than using solely more traditional means, such as interviews or focus groups with students. This research project will investigate notions of social capital, learner agency and empowerment which are all affected by possible institutionalised domination which could impinge on the ability of the students to ‘find their voice’ and enact real change. The objectives of this research project will be to note if governance and hierarchal structures can ever allow a purposeful student voice to be heard, and listened to, in any meaningful sense. The research project is underpinned by reviewing the vast body of work already existing around the changing culture of participation and the student voice, in its differing forms, and considers whether or not it is making any quantifiable difference to young people, and ultimately whether the participatory nature of contemporary education has any long term function. This research project has found that there needs to be a move from student consultation to an active culture of engagement. The students that took part in this research highlighted the need for supportive staff who showed that they cared about the students’ opinions and the students wishes which were that they should be treated like the young adults they perceived themselves to be. The outcomes of this research also demonstrated that students value a ‘feedback loop’ where they are told what is happening after they have spoken and that college staff take both the positive and negative feedback seriously. Furthermore, if students are to be asked for their opinions and views then colleges need to be able to respond to those requests, student voice initiatives should not just be about pastoral concerns. Students have invaluable views on their own education and should be treated as experts in their own lives.

The rhetoric of participation : student voice initiatives in a College of Further Education : a case study

This article explores the potential of an arts-based, participatory method called photo-elicitation (PE) as a tool for evaluating widening participation (WP) initiatives with young people. Though past studies have highlighted the potential of PE for evaluating WP interventions to date,
 it has rarely been used for such purposes and there is limited guidance available on how to employ this approach, which can prevent others in the field from using it. This paper provides such guidance, presenting an example project to illustrate how a PE approach was used to evaluate a pre-16
 WP programme. Specifically, the example project involved using an 'auto-driven' PE method, whereby school pupils took photographs of their views/experiences before and after taking part in the WP programme, which were then explored via semi-structured interviews. The article discusses practical
 and ethical challenges that may arise when using PE, but also the deep and meaningful insights that may be gained by enabling young people to articulate themselves in different ways. As methods are sought to evaluate WP activities in the post-pandemic world, arts-based methods, such as PE,
 could allow for a more nuanced understanding of young people's views, which can be achieved whil e supporting students remotely.

Exploring the use of photo-elicitation as an alternative lens for evaluating young people's views and experiences with widening participation

This article explores the use of co-creation as an approach for involving university students in the development of educational initiatives for widening participation (WP) in higher education (HE) during the COVID-19 pandemic. At present, research and guidance looking at how co-creation practices can enable the production of such initiatives within HE is highly limited, which can deter others from employing this approach. To this end, we provide a case study of a WP project called Topic in a Box that involved staff and students working together to produce digital learning material for primary schools and students over several months. Through the use of semi-structured interviews with nine students, this research provides insight into the steps that were taken to develop the project, capturing the motivations, benefits and challenges of co-creation practice from a student perspective. We argue that this mode of co-creation should be used to a greater extent across the university sector and in recognition that university students have much to offer in terms of widening access to university.

‘Trying to open the doors’: The co-creation of digital resources for disadvantaged primary school pupils

The COVID-19 pandemic has had a profound effect on university students across the world. In a short period of time from 2020 to 2022, Higher Education Institutions (HEIs) had to pivot their modes of delivery to ensure they could meet the needs of their students. The move to digital platforms has been challenging for students from all ages, but particularly mature students. This study sought to explore mature students’ experiences of university during the COVID-19 pandemic through the lens of the Community of Inquiry (CoI) model. Utilising a qualitative approach, twenty semi-structured interviews were conducted with students from across the University of Warwick. The interviews were conducted by a staff member and a mature student during the pandemic and four themes were identified: Adapting to online learning, relationships, external factors and response of the university. This research study has identified that some participants responded well to the emergency situation, others had caring responsibilities which impacted on their studies but that peer relationships and collaborative learning is key to their success.

/pdf/mature-students-experience-a-community-of-inquiry-study-189drv0c.pdf

Mature Students’ Experience: A Community of Inquiry Study during a COVID-19 Pandemic

The pervasive socioeconomic inequalities that exist in relation to higher education participation within the UK are notably prominent amongst the most selective, ‘elite’ universities, and could become wider still following the Covid-19 pandemic. This case study privileges the accounts of 11 young people from low socio-economic status (SES) backgrounds who were directly affected by the pandemic during their final year at school (Year 13) and who had all taken in part in outreach programmes that specifically aimed to improve access to such top universities in England. Through in-depth phenomenological interviews, this provides insight into the educational and life journeys of these individuals, including their experiences of the pandemic and their interactions with outreach programmes, helping to understand the influence they perceived these to have on their choices, aspirations and trajectories. Findings highlight barriers and challenges that could influence the demand for higher education, some which were amplified by the pandemic. These included issues related to individuals’ personal/home circumstances, finance, the schools they attended, but also issues associated with fit and belonging that have been shown to deter many low SES students from applying to top universities.

https://doi.org/10.1177/27526461221117286

‘It’s not something that I should be ashamed of’ understanding the challenges and lived experiences of disadvantaged students during the Covid-19 pandemic

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