Analyses: In order to qualitatively analyze the 9 students’ journals, week 6 and week 12 journals were examined for each of the three quarters. Only journals that addressed at least one of the following topics were included: comments on the study, personal insights/ thoughts/ comments on group interaction. No late assignments were utilized. Some students reflected on personal issues in their lives, these were not included in the analysis. The responses were coded and themes explored.
Quarter 1 Themes (training and data collection)
Learning, research
knowledge, reality of research, self-learning, time management, excitement, group
support, new skills, confidence, flexibility, shared experiences
"This journey continues to
prompt me to learn about myself and the experiences I have. I continue to expand my levels of
knowledge." (Student D)
Quarter 2 Themes (quantitative & qualitative data analysis)
Research knowledge,
mental challenge, learning, enjoyment of research process, group learning,
conference call, decision-making, new skills, awareness of applied skills,
accomplishment, aware of lack of knowledge
"I will honestly say that
before this point, I had not really thought a lot about the interview answers
that some of my participants provided.
Going back and transcribing them made me really think about the answers
and what they had in common." (Student C)
Quarter 3 Themes (literature review & journal quality write up)
Awareness & appreciation of elderly, writing, conference call, learning, fatigue, perfection, almost gave up, flexibility, conference call, skills, reduced anxiety, learning to ask questions, help with dissertation, dedication
"I would like to think that
my awareness of issues experienced by those 85 and older has increased. I find myself more conscious of those
individuals I encounter on a daily basis.
I feel that I have been able to increase this awareness in others as
well." (Student D)
"My steam is beginning to
run out, which is starting to be reflective in my work quality. I have to get
over that and keep moving :>)." (Student E)
Individual growth
and self-learning: recognition of self-limitations, did not know how to do
things they thought they knew but came up with a plan to solve problems,
appreciation for group connectedness
"I suppose that the learning
that occurs in the [other] classes is more on a knowledge base and increasing
that base. The exposure I have had
through the project is on a number of different levels. The actual immersion in the process,
completing portions of the process and then putting the portions together
encompasses other levels." (Student D)
Students showed
individual growth and self-learning. Many reported appreciating the shared
experience of working and learning in a group with a common goal. It was a
common experience to report that while they had studied and applied concepts
and skills in a classroom setting, the application of those skills in a
research setting was more complex. For example, everyone had taken statistics
courses, but the application with a real data set was more difficult than
expected for the students.
The qualitative
data demonstrated that with a three quarter interval between data collection
and write-up, the students (and faculty) appeared to become fatigued with the
process. For example, students responded slower to discussion questions, they
were less verbal in lab meetings, and reported in journals that they were tired
and stressed with the project.
Lee Stadtlander
Thank you, catching up on the blog.
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