The Value of Two Modes of Graphic Elicitation Interviews to Explore Factors That Impact on Student Learning in Higher Education

Abstract

Since student learning and supervision are viewed as social processes, investigations into doctoral learning need to consider social learning theories and ways to illuminate student relations during this time. For such social research, interviews are the most extensively used instruments to gather data, but the data can be enriched by the use of visuals. This article reports on the value of two modes of graphic elicitation interviews to delve into factors that impacted on the progress of research master’s and doctoral students at one university. The studies were exploratory and the approach was within the framework of participatory visual research methodologies. The first setting involved 11 participants who were particularly successful in the completion of their studies. In accordance with the socio-cultural theory, the students completed a diagram in the form of a relational map, after having completed a table in which they brainstormed the people, artifacts, and processes that contributed most to their success. In the second setting, 10 less diligent students were instructed to complete drawings (timelines) to illustrate their research journeys. These were guided by three questions to ensure that the students focused on the topic. In both instances, the graphics (diagram/drawing) were used to elicit interviews, which were tape recorded. In the second setting, the situated learning theory, the social capital theory, and the self-regulated learning theory were used to analyze the data and identify themes in the narratives. The paper highlights the advantages and limitations of both methods. Both methods facilitated unexpected outcomes. The biggest advantage of drawings was that they were unconstrained by the researcher’s previous knowledge about the topic. Moreover, their greater flexibility allowed participants more freedom of expression and a stronger voice. However, the selection of visuals (such as diagrams, tables, or drawings) should be based on the specific aims of the research.