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Basic interpretive studies

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Mahasarakhram University Demonstration School
Mahasarakhram University Demonstration School

This basic interpretive study explored students' experiences in a university cooperative education program through interviews with 15 graduating students. Interviews were transcribed and analyzed for themes. Key findings were that cooperative education provided beneficial experiences, helped form relationships, and allowed students to develop skills over time. The study concluded that cooperative education aligned with principles of connected learning and was an overall positive experience for students.

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Basic Interpretive Studies CHUNCHAI JUTASEN
A basic interpretative studies犖犖о顕犖÷見犖÷顕犖∇犖犖 A basic interpretative studies The Purpose/ question researcher犖ム険犖犖犖犖萎犖犖 A basic interpretative studies 犖犖迦牽犢犖犢犖犖犢犖犖÷弦犖ム犖迦牽犖о鹸犢犖犖犖迦鍵犖犢犖犢犖犖÷弦犖ム犖園硯犖犖∇犖迦犖犖迦犖о鹸犖犖園権
犖犖о顕犖÷見犖÷顕犖∇犖巌権犖迦検 Interpretive Studies 犢犖犢犖犖犖迦牽犖犖犖犖∇顕犖∇犖迦牽犖犖謹犖犖迦犖犖巌犖犖伍犖犖迦 犢犖犖朽犖∇硯犖犢犖犖犖犖園犖犖迦牽犖犖犖巌犖犖迦権 犢犖犖∇犖犢犖犖項犖о鹸犖犖園権犢犖犢犖犖犢犖о犖犖犖謹犖犢犖犖犖犖迦犖犖迦牽犖犢 犖犖犖劇賢 犢犖犢犖犢犖犖犖劇犖犖犖÷厳犖犢犖犖犖迦牽犖о鹸犖犖園権 犢犖犢犖犖迦牽犖犖園検犖犖迦県犖犢 犖犖迦牽犖犖園犢犖犖 犢犖ム鍵犖犖迦牽犖о鹸犢犖犖犖迦鍵犖犢犢犖犖犖犖迦牽犢犖犖犖迦牽犖о鹸犢犖犖犖迦鍵犖犢犖犢犖犖÷弦犖ム犖ム犖о犖橿検犖迦犖園犖犖ム幻犢犖 犢犖犖∇犖園犖犢犖犖÷弦犖ム犖朽犢犖÷犖犖犖犖犖園犖犖犖犢犖 (Merriam B. Sharan, The Nature of Qualitative Inquiry,2002 : 6-7 )Interpretive Studies 犢犖犢犖犖犖迦牽犖犖犢犖迦犖犖о顕犖÷犖犢犖迦犖犖犖犖迦犖蹩犖迦牽犖犢犖犖犖犖÷犖迦犖 犢犖犖∇犢犖迦犖犖犖萎犖о犖犖迦牽 犖犖迦牽犖÷元犖犢犖о犖犢犖о検犖犖犖犖犖項犖о鹸犖犖園権 (Orlikowski and Baroudi, 1991)Interpretive 犢犖犢犖犖о鹸犖犖朽犖迦牽犖犖朽犖о顕犖÷見犖÷顕犖∇犖犖犖犖迦犖о鹸犖犖園権犖犖迦犖犖о顕犖÷牽犖項犖犖犖犖犖項犖о鹸犖犖園権 犢犖犖∇犖犢犖犖迦牽犖犖犖萎犖橿犖犖犖÷犖伍県犖∇犢犖犢犖犖犖ム険犖 (Walsham. 1993)
犖犖о顕犖÷見犖÷顕犖A basic interpretative studies provides descriptive accounts targeted to understanding a phenomenon using data that might be collected in a variety of ways, such as interviews, observations, and document review. The purpose in to understand the world or experience of another. These are the most simple and most common qualitative studies. (Donald Ary, Lucy Cheser Jacobs, AsgharRazavieh, Chris Sorensen, 2009 : P453)
The Purpose/ question researcherThe central purpose of these studies is to understand the world or the experience of anotherThe underlying question the researcher is asking is How are events, processes, and activities perceived by participants?the basic goal of interpretive studies is to understand the meaning people make of their experiences, assuming that people create their own meanings as they interact with the world around them.
犖ム険犖犖犖犖萎犖犖 basic interpretive studiesBasic qualitative studies, also called basic interpretive studiesProvide rich descriptive accounts targeted to understanding a phenomenon, a process, or a particular point of view form the perspective of those involvedBasic interpretive studies are more simplistic compared to other qualitative approaches
犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThey are not restricted to a particular phenomenon as in case studies.They do not seek to explain sociocultural aspects as in ethnographyThey do not seek to enter the subjects conceptual world to explain the essence as in phenomenology.
犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThey do not seek to define theory as in grounded theory research.They do not convey life stories through narrative analysis, delve into history, or focus on analyzing content.
犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThese studies are, as the name implies, basic. They describe and attempt to interpret experience.These studies are the most common qualitative studies and are used in a variety of disciplines, including education.
犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThey may use a variety of data collection techniques, including interviews and observations as well ass review documents.They may draw from diverse theoretical orientations. Data analysis typically involves categorization and development of patterns or themes, interpreted by the researcher through his or her own disciplinary lens.
犖ム険犖犖犖犖萎犖犖 basic interpretive studiesOften, these studies may be shorter in duration than some of the other qualitative forms, with the researcher not as fully involved in the context.
犖犖迦牽犢犖犢犖犖犢犖犖÷弦犖ム犖ム鍵犖о鹸犢犖犖犖迦鍵犖犢犖犢犖犖÷弦犖Many beginning qualitative researchers conduct basic interpretive studies. Such questions as How did teachers feel about the new curriculum or What instructional strategies do students think are engaging and why might be answered in a basic qualitative study using interviewing or focus group techniques, these basic studies may use a variety of techniques for collecting data, such as such as interviews, observations, and document review. Analysis focused on identifying recurrent themes or patterns.
犖犖園硯犖犖∇犖迦犖犖迦牽犖о鹸犖犖園権For Example, a researcher might interviewing students at various high school grade levels about their experiences in the classroom to try and understand their perceptions on instructional techniques. By searching of themes and patterns on the data. The researcher could attempt to answer the question about which strategies appear to engage the students. Or the researcher could Videotape or conduct in-person observations of high school classrooms to answer this question.
犖犖園硯犖犖∇犖迦犖犖迦犖о鹸犖犖園権犖犖劇犖犢犖犖劇犖犖 Connected Learning in Co-operative Education犖犖劇犖犢犖犖劇犖犖犖犖項犖о鹸犖犖園権 Jeela Jones University of Ottawa 犖犖 2007
The research sub-questions include1. How do co-operative education students behave as connected learners?2. What do co-operative education student experiences reveal about co-operative education?
PurposeThe purpose of this basic interpretive qualitativeresearch study was to explore the experiences ofstudents who attended the Canadian University (apseudonym) co-operative (co-op) education program.
MethodTo explore participants experiences within the Cooperative Education Programs at Canadian University , the basic interpretive qualitative research design and associated data collection method of interviewing were employed.The basic interpretive method also guided the data analysis process to focus on gaining an understanding of the data through the voices of the participants.
Participants and SiteParticipants for this research study were selected through the use of the co-op programs main database.There were 279 students who graduated in December 2004 and possibly available for participation in this study.
Data CollectionThree students per degree program were selected for a total of 15 students.The three from each degree which included administration, arts, engineering, science, and social science - were selected based on the following criteria: (a) graduated in the previous term from theCanadian University; (b) completed all required co-opwork terms; and (c) maintained a local address andphone number.
Data CollectionThe identity of each participant was masked through the use of pseudonyms. Following the basic interpretive design, open-ended questions were used. The questions asked participants to describe their experience with the co-operative education programs and what it means to them
Data CollectionEach interview was digitally recorded and latertranscribed verbatim. Participants transcriptions werereturned to them via e-mail in order that they couldverify the accuracy of the data collected.
Data Analysisdata was recorded and then transcribed.the interview data was reviewed, first to gain a general understanding of the meaning and then more thoroughly to develop open codesFinally, interpretation occurred by comparing themes and showcasing how they interrelate the themes and patterns were compared to the field notes to check between first impressions and what became apparent through the transcribed words.
Trustworthiness, or validity,Trustworthiness was achieved in three key ways: (a) careful triangulation between the interviews, the interview transcriptions, and field notes;(b) member checking by participants of the interview transcriptions, themes, and descriptions; and (c) rich, thick description of the participants experiences in the final report.
ConclusionFindings for this study were examined through the lens of connected-learning, a learning method that places emphasis on discussion, collaboration, and acceptance for knowledge development. Several themes emerged including experience, relationships, time, fees, and luck. Findings suggest that co-operative education is beneficial.
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Basic interpretive studies

  • 1. Basic Interpretive Studies CHUNCHAI JUTASEN
  • 2. A basic interpretative studies犖犖о顕犖÷見犖÷顕犖∇犖犖 A basic interpretative studies The Purpose/ question researcher犖ム険犖犖犖犖萎犖犖 A basic interpretative studies 犖犖迦牽犢犖犢犖犖犢犖犖÷弦犖ム犖迦牽犖о鹸犢犖犖犖迦鍵犖犢犖犢犖犖÷弦犖ム犖園硯犖犖∇犖迦犖犖迦犖о鹸犖犖園権
  • 3. 犖犖о顕犖÷見犖÷顕犖∇犖巌権犖迦検 Interpretive Studies 犢犖犢犖犖犖迦牽犖犖犖犖∇顕犖∇犖迦牽犖犖謹犖犖迦犖犖巌犖犖伍犖犖迦 犢犖犖朽犖∇硯犖犢犖犖犖犖園犖犖迦牽犖犖犖巌犖犖迦権 犢犖犖∇犖犢犖犖項犖о鹸犖犖園権犢犖犢犖犖犢犖о犖犖犖謹犖犢犖犖犖犖迦犖犖迦牽犖犢 犖犖犖劇賢 犢犖犢犖犢犖犖犖劇犖犖犖÷厳犖犢犖犖犖迦牽犖о鹸犖犖園権 犢犖犢犖犖迦牽犖犖園検犖犖迦県犖犢 犖犖迦牽犖犖園犢犖犖 犢犖ム鍵犖犖迦牽犖о鹸犢犖犖犖迦鍵犖犢犢犖犖犖犖迦牽犢犖犖犖迦牽犖о鹸犢犖犖犖迦鍵犖犢犖犢犖犖÷弦犖ム犖ム犖о犖橿検犖迦犖園犖犖ム幻犢犖 犢犖犖∇犖園犖犢犖犖÷弦犖ム犖朽犢犖÷犖犖犖犖犖園犖犖犖犢犖 (Merriam B. Sharan, The Nature of Qualitative Inquiry,2002 : 6-7 )Interpretive Studies 犢犖犢犖犖犖迦牽犖犖犢犖迦犖犖о顕犖÷犖犢犖迦犖犖犖犖迦犖蹩犖迦牽犖犢犖犖犖犖÷犖迦犖 犢犖犖∇犢犖迦犖犖犖萎犖о犖犖迦牽 犖犖迦牽犖÷元犖犢犖о犖犢犖о検犖犖犖犖犖項犖о鹸犖犖園権 (Orlikowski and Baroudi, 1991)Interpretive 犢犖犢犖犖о鹸犖犖朽犖迦牽犖犖朽犖о顕犖÷見犖÷顕犖∇犖犖犖犖迦犖о鹸犖犖園権犖犖迦犖犖о顕犖÷牽犖項犖犖犖犖犖項犖о鹸犖犖園権 犢犖犖∇犖犢犖犖迦牽犖犖犖萎犖橿犖犖犖÷犖伍県犖∇犢犖犢犖犖犖ム険犖 (Walsham. 1993)
  • 4. 犖犖о顕犖÷見犖÷顕犖A basic interpretative studies provides descriptive accounts targeted to understanding a phenomenon using data that might be collected in a variety of ways, such as interviews, observations, and document review. The purpose in to understand the world or experience of another. These are the most simple and most common qualitative studies. (Donald Ary, Lucy Cheser Jacobs, AsgharRazavieh, Chris Sorensen, 2009 : P453)
  • 5. The Purpose/ question researcherThe central purpose of these studies is to understand the world or the experience of anotherThe underlying question the researcher is asking is How are events, processes, and activities perceived by participants?the basic goal of interpretive studies is to understand the meaning people make of their experiences, assuming that people create their own meanings as they interact with the world around them.
  • 6. 犖ム険犖犖犖犖萎犖犖 basic interpretive studiesBasic qualitative studies, also called basic interpretive studiesProvide rich descriptive accounts targeted to understanding a phenomenon, a process, or a particular point of view form the perspective of those involvedBasic interpretive studies are more simplistic compared to other qualitative approaches
  • 7. 犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThey are not restricted to a particular phenomenon as in case studies.They do not seek to explain sociocultural aspects as in ethnographyThey do not seek to enter the subjects conceptual world to explain the essence as in phenomenology.
  • 8. 犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThey do not seek to define theory as in grounded theory research.They do not convey life stories through narrative analysis, delve into history, or focus on analyzing content.
  • 9. 犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThese studies are, as the name implies, basic. They describe and attempt to interpret experience.These studies are the most common qualitative studies and are used in a variety of disciplines, including education.
  • 10. 犖ム険犖犖犖犖萎犖犖 basic interpretive studiesThey may use a variety of data collection techniques, including interviews and observations as well ass review documents.They may draw from diverse theoretical orientations. Data analysis typically involves categorization and development of patterns or themes, interpreted by the researcher through his or her own disciplinary lens.
  • 11. 犖ム険犖犖犖犖萎犖犖 basic interpretive studiesOften, these studies may be shorter in duration than some of the other qualitative forms, with the researcher not as fully involved in the context.
  • 12. 犖犖迦牽犢犖犢犖犖犢犖犖÷弦犖ム犖ム鍵犖о鹸犢犖犖犖迦鍵犖犢犖犢犖犖÷弦犖Many beginning qualitative researchers conduct basic interpretive studies. Such questions as How did teachers feel about the new curriculum or What instructional strategies do students think are engaging and why might be answered in a basic qualitative study using interviewing or focus group techniques, these basic studies may use a variety of techniques for collecting data, such as such as interviews, observations, and document review. Analysis focused on identifying recurrent themes or patterns.
  • 13. 犖犖園硯犖犖∇犖迦犖犖迦牽犖о鹸犖犖園権For Example, a researcher might interviewing students at various high school grade levels about their experiences in the classroom to try and understand their perceptions on instructional techniques. By searching of themes and patterns on the data. The researcher could attempt to answer the question about which strategies appear to engage the students. Or the researcher could Videotape or conduct in-person observations of high school classrooms to answer this question.
  • 14. 犖犖園硯犖犖∇犖迦犖犖迦犖о鹸犖犖園権犖犖劇犖犢犖犖劇犖犖 Connected Learning in Co-operative Education犖犖劇犖犢犖犖劇犖犖犖犖項犖о鹸犖犖園権 Jeela Jones University of Ottawa 犖犖 2007
  • 15. The research sub-questions include1. How do co-operative education students behave as connected learners?2. What do co-operative education student experiences reveal about co-operative education?
  • 16. PurposeThe purpose of this basic interpretive qualitativeresearch study was to explore the experiences ofstudents who attended the Canadian University (apseudonym) co-operative (co-op) education program.
  • 17. MethodTo explore participants experiences within the Cooperative Education Programs at Canadian University , the basic interpretive qualitative research design and associated data collection method of interviewing were employed.The basic interpretive method also guided the data analysis process to focus on gaining an understanding of the data through the voices of the participants.
  • 18. Participants and SiteParticipants for this research study were selected through the use of the co-op programs main database.There were 279 students who graduated in December 2004 and possibly available for participation in this study.
  • 19. Data CollectionThree students per degree program were selected for a total of 15 students.The three from each degree which included administration, arts, engineering, science, and social science - were selected based on the following criteria: (a) graduated in the previous term from theCanadian University; (b) completed all required co-opwork terms; and (c) maintained a local address andphone number.
  • 20. Data CollectionThe identity of each participant was masked through the use of pseudonyms. Following the basic interpretive design, open-ended questions were used. The questions asked participants to describe their experience with the co-operative education programs and what it means to them
  • 21. Data CollectionEach interview was digitally recorded and latertranscribed verbatim. Participants transcriptions werereturned to them via e-mail in order that they couldverify the accuracy of the data collected.
  • 22. Data Analysisdata was recorded and then transcribed.the interview data was reviewed, first to gain a general understanding of the meaning and then more thoroughly to develop open codesFinally, interpretation occurred by comparing themes and showcasing how they interrelate the themes and patterns were compared to the field notes to check between first impressions and what became apparent through the transcribed words.
  • 23. Trustworthiness, or validity,Trustworthiness was achieved in three key ways: (a) careful triangulation between the interviews, the interview transcriptions, and field notes;(b) member checking by participants of the interview transcriptions, themes, and descriptions; and (c) rich, thick description of the participants experiences in the final report.
  • 24. ConclusionFindings for this study were examined through the lens of connected-learning, a learning method that places emphasis on discussion, collaboration, and acceptance for knowledge development. Several themes emerged including experience, relationships, time, fees, and luck. Findings suggest that co-operative education is beneficial.