Student as researcher: Rethinking how to make research methods interesting for students

Authors

  • Alison Marie Rodriguez University of Leeds
  • Sarah Jane Daly University of Huddersfield

DOI:

https://doi.org/10.47408/jldhe.v0i11.406

Keywords:

Peer learning, students as researchers, collaboration, group work, research methods

Abstract

This project aimed to enable students to appreciate the technical and epistemological nuances of different phenomenological approaches. We involved a small group of self-selecting honours level undergraduate students in the plural analysis of focus group data. Students reported that this supportive teaching technique, facilitating peer working, resulted in deeper learning. This case study describes the piloting of a collaborative teaching method, engaging students as researchers. The project lasted six months, with monthly meetings from tutors to guide procedure and to support academic discussion. The group had a shared interest and joint cause but as each student also had an individual task of conducting a certain analysis, we did not observe any group member failing to offer full effort and participation. Reflections of how this type of teaching could be conducted with larger cohorts are considered and critiqued.

Author Biographies

Alison Marie Rodriguez, University of Leeds

Lecturer Child and Family Health

Dept Health Care

Faculty of Medicine

Sarah Jane Daly, University of Huddersfield

Principal Lecturer PsychologyDept. Behavioural SciencesSchool of Human & Health Sciences

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Published

01-03-2017

How to Cite

Rodriguez, A. M. and Daly, S. J. (2017) “Student as researcher: Rethinking how to make research methods interesting for students”, Journal of Learning Development in Higher Education, (11). doi: 10.47408/jldhe.v0i11.406.

Issue

No. 11 (2017)

Section

Case Studies

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