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Experience as a qualitative researcher (1) converted
- 1. Anila Jha, Ph.D Kathmandu University School of Education 21, December,2020
- 2. My Understanding about QR My Belief in QR Characteristics of QR My own thesis
- 3. It demands art of writing It requires peaceful and concentration of mind QR could be flexible in the sense of inquiry : emergent inquiry, contemporary inquiry and natural setting QR could be mindfulness thinking QR could be capacity for listening rather than questioning. Researcher relies on views of research participant perspectives
- 4. Emphasis on subjective dimensions of human experiences on the base of context Regular journal writing or dairy writing Mental image that someone knowing has been filtered through their experiences = mental framework. Opinions are foundation of qualitative research. Likewise impression and perceptions. Opinion with subjectivity. .) QR focuses on understanding what people’s beliefs are because this helps us get how they perceive, what we are studying and where their opinion may come from
- 5. Real world setting Researcher Plays an important role Understanding of different methods Participants meanings Flexible Reflexivity Data analysis and interpretation
- 6. Transcribe word by word Consider non verbal expressions Transcribing could be done by researcher Patience and time consuming
- 11. Virtual reality could be described as an immersion technology. Learners could be presented with the virtual learning environment and learning takes place without the boundary wall. Immersion which means that learners would not feel isolated because of their frequent connection with the tutor, admin, and peers via technology and simulated with an artificial presence. Radianti, Majchrzak, Fromm, and Wohlgenannt (2020)
- 12. Interaction is concerned with making connection with tutors and the learners for their academic enhancement with the virtual space. Involvement: It talks about the presence of participant in the virtual world
- 13. It is not an absolute thing I would find it out there. As a researcher following the interpretive paradigm, I believe in the knowledge and understanding rooted in our everyday world. peoples’ experiences while encountering their everyday experiences with word paving the path for the truth and understanding of bond.
- 14. Epistemology: the premises of sources and possibilities about the knowing of the knowledge It explains the possibilities of building knowledge through the research participants’ experiences and their presentation of the narratives on the base of the contextual environment. I understand that reality and knowledge are interrelated with each other and contribute to the development of knowledge (Vasilachis de Gialdino, 2011).
- 15. An individual's engagement, on the way to constructing self-other meaning as a part of a particular social group, Can be relational, representational, collaborative, creative, and critical in nature. Learners construct existing meaning of the phenomena in the questions Social engagement help them construct the transformational meaning (Rahaman 2014),
- 16. My experience on Data analysis and Interpretation
- 17. • Self engagement refers to learner autonomy, like subject and instrument • Social learning theory: To uncover the way social setting and virtual pedagogy =learners' autonomy (Amineh & Asl, 2015) • It is evident that access to ICT might have controlled the learners limiting their autonomy on using them in their context. • Learners may have limited choice in constructing the mediated instruction to manage in their own way to go further.
- 18. • Integration refers to the process of mixing, intermingling, and incorporating ICTs terms of dialogue for reaching a conclusion (Vasudevaiah, 2016), • Learning through a social lens helped me develop a sense that learning is a form of sharing. • The shared knowledge through social interaction (Hurst et al., 2013). • Social presence would not appear if they were not the presence of co-actors • If there would be no active arguing and sharing using social media like Viber or Skype; then there would not the social presence. (Oh, Bailenson and Weilch 2018,).
- 19. • Using ‘facilitation bridge’ for a strong connection • Connecting tool as the ‘path’ which serves for required learning materials and its pedagogy for the teachers and the students • Connection is more important to develop a meaningful learning in the ODL mode of environment. • It is true that ICT helps students and teachers as well as managers to connect within themselves and with the world. • There may be several problems faced by the students of the developing world. • The limited speed of the computers, problem of electricity, poor working atmosphere, and low investment in ICT education may hamper the connection through ICT (Siddiquah, & Salim, 2017)
- 20. Critical Reflections • Making linkage between the content and the human content should drive in. • Enrollment is about getting entry to the content Leaning can be ubiquitous in the ODL mode (Letseka and Pitsoe 2013) • Integration of ICT has many advantages to support the administration of ODL in higher education. • However, there are certain constraints that may hinder the facilitation from administration to the ODL students. • The main concern is about the investment in ICT resources; in the lack of such support the expected assistance from the administration through ICT may not be possible. • A well-established management information system requires adequate resources to support the ODL; otherwise they will turn again to the traditional manual system that is in practice in many developing worlds (Qureshi, Zuhaib & Muhammad, 2016)
- 21. Experiences on creating of Knowledge Contribution from research
- 25. QR gives immense pleasure to me engaging in the particular issue QR requires to be able to interact with text rather than number QR always seeks to contextualize process QR requires to come up with bird’s eye view QR needs to establish oneself with Duck’s concentration.
- 26. Being a facilitator of an ODL group, Thought and perceptions are my drives. Being a reflector in an ODL group, Argue, debate, agree/ disagree are my perspectives. Being an evaluator of the ODL group, Observe, motivate and supports are my responsibilities. Share, dear and near are components of my subjectivity. Thus, ICT is a major facilitation bridge of interactivity.
- 27. Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16. Hurst, B., Wallace, R., & Nixon, S. B. (2013). The impact of social interaction on student learning. Reading Horizons, 52(4), 375-398. Oh, C. S., Bailenson, J. N., & Welch, G. F. (2018). A systematic review of social presence: Definition, antecedents, and implications. Frontiers in Robotics and AI, 5(114), 1-35. doi:10.3389/frobt.2018.00114 Qureshi, Z. H., & Qazi Abro, M. (2016). Efficient use of ICT in administration. International Journal of Economics, Commerce and Management, 4(10), 540-550. Retrieved from http://ijecm.co.uk/ Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 1-29. doi: 10.1016/j.compedu.2019.103778 Rahaman, H. (2014). The role of ICT in open and distance education. Turkish Online Journal of Distance Education, 15(4), 162-169. doi:10.17718/tojde.47700 Siddiquah, A., & Salim, Z. (2017). The ICT facilities, skills, usage, and the problems faced by the students of higher education. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4987-4994. doi: 10.12973/eurasia.2017.00977a Vasilachis de Gialdino, I. (2011). Ontological and epistemological foundations of qualitative research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(2). doi:10.17169/fqs- 10.2.1299 Vasudevaiah, G. (2016). Promoting usage of ICT in open and distance education programs. The I nternational Journal of Indian Psychology, 3(3), 77-86.