While I've been teaching this for years, I find it to be the most challenging and for students stressful aspect of becoming qualatative researchers. Have you devised any good practice pedagogies?
I get my students to work with a deck of playing cards or a pile of randomized Lego pieces before they work with descriptive data. The students' task is to organize their cards or Lego pieces and establish themes through multiple rounds of organization. This mimics primary and secondary stages of thematic coding procedures.
I get my students to work with a deck of playing cards or a pile of randomized Lego pieces before they work with descriptive data. The students' task is to organize their cards or Lego pieces and establish themes through multiple rounds of organization. This mimics primary and secondary stages of thematic coding procedures.
Have everyone actually conduct qualitative analysis on a6 different paragraphs by 6 different authors of a selected project with you stating the goal. Have initially each student do the 2 first paragraphs on their own, then do the next 2 together, then split back up. (Depending on your methodology and goal, you might do in vivo coding, descriptive, process, etc., with memos an aha moments, etc.). Learning by doing is powerful, and by mixing group work with individual work, students can compare. The instructor can also give feedback. Honestly, students struggle the most with coding, as many books just do not give enough detail.
What is a good first program? Could be Excel, but if actually meeting, write the information down on sticky notes--each piece. That way every piece can be rearranged. You must actually get to where students either build theory or a substantive theme, as the last step is also missing in many. You will find the comparison of the individual work will help students tremendously.
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