Qualitative research in adult education

Duration

10h Th

Number of credits

Lecturer

Daniel Faulx

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

The course offers an overview of the qualitative research methods used in adult education, particularly through current questions and themes in this field.
Three ranges of objectives are pursued and linked to adult training: - awareness of qualitative analysis; - preparation for the methodological procedures of the dissertation; - preparation for the implementation of actions to collect and analyze qualitative data.
The stake is to help the students to approach the methodological aspect of an interpretative research mobilizing qualitative analysis tools.
Emphasis will be placed on concrete actions by the cheucheur or the qualitative researcher: conducting an interview or an observation, transcribing field data, qualitatively analyzing (open, axial and selective coding) and reporting on their research efforts. in a logbook.

In 2020-2021, the course is organized entirely remotely and offers cooperation between registered students but also with current memorizers whose thesis objective is in adult training.

Learning outcomes of the learning unit

At the end of this course, students should be able to:
- distinguish subjectivity and neutrality in an interpretative research;
- analyze an interview (or an observation) to propose coherent results (with the research object) and grounded (in the studied field);
- position oneself in the reflective and ethical dimensions of qualitative research;
- report on the methodological progress experienced during the research actions implemented.

Prerequisite knowledge and skills

This course is recommended in BLOCK 1, in parallel with the course "Mémoire-partim1" (pre-memory). See the program of studies for the prerequisites and co-requirements imposed by the structure of the studies

Planned learning activities and teaching methods

The course is given in the second quadrimester over 6 sessions on Fridays from 1 to 4 p.m.
Concretely :

• Lesson n ° 1 addresses the convergences and divergences in qualitative research methods as well as the major analytical tool: the researcher! The working groups (WG) are formed and the roles assigned during this session: they will then operate until the last lesson session.
• Lessons n ° 2 and n ° 3 deal with the collection of qualitative data (and the place that theoretical frameworks play in it), the interview and how to conceive it, live it and adjust it but also the posture of observer or observer before, during and after a visit. Each WG coordinates to carry out a collection of empirical data before course n ° 3 (roles assigned during course n ° 1).
• Lessons 4 and 5 address qualitative data analysis (and the role of theoretical frameworks), open coding by labels (a few strings) and the reflexive posture of the researcher. Each WG coordinates to carry out a coding of empirical data before the course n ° 5 (roles assigned during the course n ° 1).
• Lesson n ° 6 addresses the scientific criteria of a qualitative research and adds the testimonies of students during the preparation of the dissertation. Each WG coordinates to carry out a discussion with a memorandum before class 6 (roles assigned during class 1).

Mode of delivery (face to face, distance learning, hybrid learning)

Activities are organized entirely on elearning (6 sessions), in synchronous connections on Collaborate (eCampus space of the course).

Organisational adjustments related to the current health context

The six course sessions take place on elearning (see CELCAT). Synchronous participation is compulsory on the six announced course dates because these provide time for consultation in a working group. The collections of empirical data are organized as part of the personal activities of each registrant and do not require access to unusual terrain.

Recommended or required readings

We draw the students' attention to the "introductory" nature of the course. Many questions and a variety of practices will be addressed during the sessions and through the discussions. This course is a kind of "appetizer" on research methods and qualitative analysis, which hopes to whet the appetite ... It is therefore by no means an exhaustive approach.
Thus, it is also up to each student to seek scientific literature that addresses the methodological concepts addressed (with the support of the course supervisors).
In addition, working groups (WGs) are formed during the 1st course and work together until the report is submitted. It is therefore essential to actively participate in the six sessions planned and to assume the roles negotiated together.

Assessment methods and criteria

Below you will find information on the evaluation methods planned for in-person and remote exams as well as those planned for hybrid sessions. Depending on how the health crisis evolves, the chosen method will be communicated to you no later than one month before the start of the exam session.

In this course, the assessment is based on a collective writing with an individual part of a report of maximum 15 pages (+ annexes) respecting the APA standards, to be entered in two forms by Friday 11 June 2021 at the latest (version paper at the UAFA secretariat (B32, Madame Vorgic's office, 2nd floor and PDF version on the eCampus area).
Concretely, each working group submits a collective report for the team (6 pages). Through the traces collected during the sessions and the actions carried out, each team must report on the path it has taken in qualitative research. It is therefore a matter of choosing and plotting three traces of learning carried out as a team (approximately 2 pages per collective trace). In addition, there is an individual part linked to the specific role assumed in the team. Thus, to this common story is added an individual trace (2 pages) which tells about personal learning, experienced through the action carried out in the role taken on. The four individual parts (4 times 2 pages, therefore 8 pages) fit into the collective report while clearly identifying themselves among the collective traces.
The evaluation criteria taken into account will be detailed in lesson 6.

Work placement(s)

Organizational remarks

Not applicable

Contacts

Contacts :   Professeur - Daniel Faulx Daniel.Faulx@uliege.be Assistante - Virginie Jamin vjamin@uliege.be 
Unité d'Apprentissage et de Formation continue des Adultes Université de Liège Boulevard du Rectorat, 5/B32 4000 LIEGE Belgique