This project aimed to enable students to appreciate the technical and epistemological nuances of different phenomenological approaches. We involved a small group of self selecting honours level undergraduate students in the plural analysis of focus group data.Students reported that this supportive teaching technique, facilitating peer working,resulted in deeper learning. This case study describes the piloting of a collaborative teaching method, engaging students as researchers. The project lasted six months, with monthly meetings from tutors to guide procedure and to support academic discussion. The group had a shared interest and joint cause but as each student also had an individual task of conducting a certain analysis, we did not observe any group member failing to offer full effort and participation. Reflections of how this type of teaching could be conducted with larger cohorts are considered and critiqued.
|Number of pages||10|
|Journal||Journal of Learning Development in Higher Education|
|Publication status||Published - 1 Apr 2017|