The Qualitative Report The Qualitative Report Teaching Qualitative Research Methods in Media and Teaching Qualitative Research Methods in Media and Communication: The Benefits and Limitations of Digital Learning Communication: The Benefits and Limitations of Digital Learning Objects Objects

Abstract Teaching qualitative research is often hampered by student uncertainties around how to apply methodological knowledge in practice. Digital learning objects (DLOs) may offer a solution to this problem, although they also come with limitations. This study assessed the student perspective on the strengths and limitations of six qualitative analysis DLOs in the field of media and communication. Drawing from a thematic analysis of 527 written student reflections on the use of these DLOs in learning practices, this paper found that DLOs were helpful in clearing doubts and cementing knowledge. Furthermore, they motivated students by increasing self-regulation and by providing a new learning environment that was perceived as showcasing “learning how to learn. ” However, the DLOs also introduced new anxieties, destabilized the relationship between lecture and tutorial, and were not successful at fostering student reflexivity in relation to the research process. These findings provide practitioners with pedagogical insight into using DLOs to improve the learning experience of qualitative research. Teaching qualitative research is often hampered by student uncertainties around how to apply methodological knowledge in practice. Digital learning objects (DLOs) may offer a solution to this problem, although they also come with limitations. This study assessed the student perspective on the strengths and limitations of six qualitative analysis DLOs in the field of media and communication. Drawing from a thematic analysis of 527 written student reflections on the use of these DLOs in learning practices, this paper found that DLOs were helpful in clearing doubts and cementing knowledge. Furthermore, they motivated students by increasing self-regulation and by providing a new learning environment that was perceived as showcasing “learning how to learn. ” However, the DLOs also introduced new anxieties, destabilized the relationship between lecture and tutorial, and were not successful at fostering student reflexivity in relation to the research process. These findings provide practitioners with pedagogical insight into using DLOs to improve the learning experience of qualitative research. digital previous research the use of online tools in research this student perspective on the advantages and disadvantages of a pedagogical intervention reliant upon digital tools designed to facilitate course-based active learning (i.e., learning by doing; Drisko, 2016). This intervention consisted of six DLOs with built-in analysis tools integrated in an undergraduate qualitative research methods course in a media and communication program. After a brief review of the promises and limitations of DLOs, we and of our pedagogical intervention. Then, based on a thematic analysis N=527 assignments discussing their learning we Our findings indicate complex and but also improving their view the learning and fostering self-regulation). However, the also introduced doing research, entirely in fostering student reflexivity the DLO recipe, but also themselves, these findings provide faculty with pedagogically informed insights into the design and (re)use of such digital tools in teaching qualitative methods.