Abstract
The present study focuses on examining how digitally guided conceptual mapping can be used in orienting students in higher education to learn complex domain content and practices. The outcomes of conceptual mapping were investigated as the orienting bases created by the students that used digitalized conceptual tools to construct an external representation of domain content and related practices. The orienting bases by the students were considered to inform their further domain-specific activity and corresponding learning goals. The educational setting investigated was targeted at doctoral students in the behavioral sciences who were learning qualitative and mixed methods in their own research activities. The students were found to implement the digital guidelines in various ways, depending on their previous knowledge and current knowledge-driven needs. The orienting bases by the students allowed the teacher to tailor her guidance according to the domain specific challenges that the students encountered in studying the principles and practices of research methods.
Highlights
Introduction to the analysis of qualiUniversity IT-expert, the lecturer tative data, ATLAS.ti as an example toolInvestigating reliability and trustworthiness Two studentsContinuing the previous theme: The lecturer commenting and going further Mixed methodsHow to write an article-based doc- An external expert who had toral dissertation recently defended her doctoral dissertation Case-study Interview One student Grounded theory Closing session
The use of modelling language in the present study focused on the structuration of the content taught and modelled in the seminar investigated: the domain of qualitative and mixed methods and their use in research
The concept maps performed the function of orienting bases in learning research methods, and the mapping activity was supported by language codes which were meant to serve as the elements of preliminary orienting basis (Terlouw 1993)
Summary
Pair 2 used the code “Type/example” in six relations structuring conceptual exploration that connected the nodes referring to both research methods and techniques. Like Pair 2, Pair 3 listed research methods in separate nodes and grouped them by creating five explicit relations with the code “Type/example”. A student from Pair 2 stated in the closing meeting that this division of methods was a basic principle that the pair followed when working on the map. She described the difficulties in making a conceptual distinction between research techniques and methods as well as the definition of the various methodological concepts and their relations in general
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