This basic interpretive study explored students' experiences in a university cooperative education program through interviews with 15 graduating students. Interviews were transcribed and analyzed for themes. Key findings were that cooperative education provided beneficial experiences, helped form relationships, and allowed students to develop skills over time. The study concluded that cooperative education aligned with principles of connected learning and was an overall positive experience for students.

1. Basic Interpretive Studies CHUNCHAI JUTASEN

2. A basic interpretative studies ความหมายของ A basic interpretative studies The Purpose/ question researcher ลักษณะของ A basic interpretative studies การเก็บข้อมูล การวิเคราะห์ข้อมูล ตัวอย่างงานวิจัย

3. ความหมาย นิยาม Interpretive Studies เป็นการบรรยายการศึกษาเชิงคุณภาพ เกี่ยวข้องกับการอภิปราย โดยใช้ผู้วิจัยเป็นส่วนหนึ่งในสถานการณ์ หรือ เป็นเครื่องมือในการวิจัย ใช้การสัมภาษณ์ การสังเกต และการวิเคราะห์เอกสารในการวิเคราะห์ข้อมูลแล้วนำมาจัดกลุ่ม โดยตัดข้อมูลที่ไม่ตรงกันออกไป (Merriam B. Sharan, The Nature of Qualitative Inquiry,2002 : 6-7 ) Interpretive Studies เป็นการสร้างความเข้าใจปรากฏการณ์ธรรมชาติ โดยผ่านกระบวนการ การมีส่วนร่วมของผู้วิจัย (Orlikowski and Baroudi, 1991) Interpretive เป็นวิธีการตีความหมายของงานวิจัยจากความรู้ของผู้วิจัย โดยใช้การกระทำของมนุษย์เป็นหลัก (Walsham. 1993)

4. ความหมาย A basic interpretative studies provides descriptive accounts targeted to understanding a phenomenon using data that might be collected in a variety of ways, such as interviews, observations, and document review. The purpose in to understand the world or experience of another. These are the most simple and most common qualitative studies. (Donald Ary, Lucy Cheser Jacobs, AsgharRazavieh, Chris Sorensen, 2009 : P453)

5. The Purpose/ question researcher The central purpose of these studies is to understand the world or the experience of another The underlying question the researcher is asking is “How are events, processes, and activities perceived by participants?” the basic goal of interpretive studies is to understand the meaning people make of their experiences, assuming that people create their own meanings as they interact with the world around them.

6. ลักษณะของ basic interpretive studies Basic qualitative studies, also called basic interpretive studies Provide rich descriptive accounts targeted to understanding a phenomenon, a process, or a particular point of view form the perspective of those involved Basic interpretive studies are more simplistic compared to other qualitative approaches

7. ลักษณะของ basic interpretive studies They are not restricted to a particular phenomenon as in case studies. They do not seek to explain sociocultural aspects as in ethnography They do not seek to enter the subject’s conceptual world to explain the “essence” as in phenomenology.

8. ลักษณะของ basic interpretive studies They do not seek to define theory as in grounded theory research. They do not convey life stories through narrative analysis, delve into history, or focus on analyzing content.

9. ลักษณะของ basic interpretive studies These studies are, as the name implies, basic. They describe and attempt to interpret experience. These studies are the most common qualitative studies and are used in a variety of disciplines, including education.

10. ลักษณะของ basic interpretive studies They may use a variety of data collection techniques, including interviews and observations as well ass review documents. They may draw from diverse theoretical orientations. Data analysis typically involves categorization and development of patterns or themes, interpreted by the researcher through his or her own disciplinary lens.

11. ลักษณะของ basic interpretive studies Often, these studies may be shorter in duration than some of the other qualitative forms, with the researcher not as fully involved in the context.

12. การเก็บข้อมูลและวิเคราะห์ข้อมูล Many beginning qualitative researchers conduct basic interpretive studies. Such questions as “How did teachers feel about the new curriculum” or “What instructional strategies do students think are engaging and why” might be answered in a basic qualitative study using interviewing or focus group techniques, these basic studies may use a variety of techniques for collecting data, such as such as interviews, observations, and document review. Analysis focused on identifying recurrent themes or patterns.

13. ตัวอย่างการวิจัย For Example, a researcher might interviewing students at various high school grade levels about their experiences in the classroom to try and understand their perceptions on instructional techniques. By searching of themes and patterns on the data. The researcher could attempt to answer the question about which strategies appear to engage the students. Or the researcher could Videotape or conduct in-person observations of high school classrooms to answer this question.

14. ตัวอย่างงานวิจัย ชื่อเรื่อง Connected Learning in Co-operative Education ชื่อเรื่องผู้วิจัย Jeela Jones University of Ottawa ปี 2007

15. The research sub-questions include 1. How do co-operative education students behave as connected learners? 2. What do co-operative education student experiences reveal about co-operative education?

16. Purpose The purpose of this basic interpretive qualitative research study was to explore the experiences of students who attended the Canadian University (a pseudonym) co-operative (co-op) education program.

17. Method To explore participant’s experiences within the Cooperative Education Programs at Canadian University , the basic interpretive qualitative research design and associated data collection method of interviewing were employed. The basic interpretive method also guided the data analysis process to focus on gaining an understanding of the data through the voices of the participants.

18. Participants and Site Participants for this research study were selected through the use of the co-op programs’ main database. There were 279 students who graduated in December 2004 and possibly available for participation in this study.

19. Data Collection Three students per degree program were selected for a total of 15 students. The three from each degree – which included administration, arts, engineering, science, and social science - were selected based on the following criteria: (a) graduated in the previous term from the Canadian University; (b) completed all required co-op work terms; and (c) maintained a local address and phone number.

20. Data Collection The identity of each participant was masked through the use of pseudonyms. Following the basic interpretive design, open-ended questions were used. The questions asked participants to describe their experience with the co-operative education programs and what it means to them

21. Data Collection Each interview was digitally recorded and later transcribed verbatim. Participants’ transcriptions were returned to them via e-mail in order that they could verify the accuracy of the data collected.

22. Data Analysis data was recorded and then transcribed. the interview data was reviewed, first to gain a general understanding of the meaning and then more thoroughly to develop open codes Finally, interpretation occurred by comparing themes and showcasing how they interrelate the themes and patterns were compared to the field notes to check between first impressions and what became apparent through the transcribed words.

23. Trustworthiness, or validity, Trustworthiness was achieved in three key ways: (a) careful triangulation between the interviews, the interview transcriptions, and field notes; (b) member checking by participants of the interview transcriptions, themes, and descriptions; and (c) rich, thick description of the participants’ experiences in the final report.

24. Conclusion Findings for this study were examined through the lens of connected-learning, a learning method that places emphasis on discussion, collaboration, and acceptance for knowledge development. Several themes emerged including experience, relationships, time, fees, and luck. Findings suggest that co-operative education is beneficial.

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