Browsing by Subject "thematic analysis"

Now showing 1 - 4 of 4
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    Can Relational Feed-Forward Enhance Students' Cognitive and Affective Responses to Assessment?
    (University of Calgary, 2021) Hill, Jennifer; Berlin, Kathy; Choate, Julia; Cravens-Brown, Lisa; McKendrick-Calder, Lisa; Smith, Susan; Health Sciences, School of Health and Human Sciences
    Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students' responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning attitudes and behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019-2020 academic year. Student responses were elicited via small group, semi-structured interviews and personal reflective diaries, and were analysed inductively using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, judging work against a rubric, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by exploring academic strategies and pedagogies that position relational instructor feedforward as an act of care, and we summarize the key characteristics of emotionally resonant relational feed-forward meetings.
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    Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors
    (University of Gloucestershire, 2021) Hill, Jennifer; Berlin, Kathy; Choate, Julia; Cravens-Brown, Lisa; McKendrick-Calder, Lisa; Smith, Susan; Health Sciences, School of Health and Human Sciences
    Summative assessments tend to be viewed as high stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students in relation to assessment feedback, exploring if these emotions informed their learning attitudes and behaviours. Respondents were drawn from different years of study and subject/major. A qualitative approach was adopted, using small group semi-structured interviews and reflective diaries. Data were analysed thematically and they revealed that receiving feedback was inherently emotional for students, permeating their wider learning experience positively and negatively. Many students struggled to receive and act upon negative feedback, especially in early years, when it was often taken personally and linked to a sense of failure. Negative emotional responses tended to reduce students’ motivation, self-confidence, and self-esteem. Some students, especially in later years of study, demonstrated resilience and engagement in response to negative feedback. By contrast, positive feedback evoked intense but fleeting emotions. Positive feedback made students feel cared about, validating their self-worth and increasing their confidence, but it was not always motivational. The paper concludes with recommendations for instructors, highlighting a need to communicate feedback carefully and to develop student and staff feedback literacies.
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    Occupational Therapy Program Development at Lakeland Center Inc.
    (2022-05) Goode-Collins, Lauren; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Menke, Christy
    This capstone project involved creating a proposed occupational therapy hippotherapy program in partnership with an adaptive horseback riding school in a rural, underserved area. Many studies support hippotherapy as a treatment strategy in occupational therapy. Data from semi- structured interviews of relevant stakeholders and clinicians that utilize hippotherapy as a treatment strategy were analyzed using thematic analyses. Results yield promise for development of an evidence-based program in a rural, underserved location. Additionally, results demonstrate the feasibility of utilizing thematic analyses and qualitative data to inform community program development.
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    Using Text-Analysis Computer Software and Thematic Analysis on the Same Qualitative Data: A Case Example
    (APA, 2017) Firmin, Ruth L.; Bonfils, Kelsey A.; Luther, Lauren; Minor, Kyle S.; Salyers, Michelle P.; Psychology, School of Science
    The acceptance and application of qualitative methods has been steadily increasing, and recent advances in computer analytic software programs have produced a rapidly evolving landscape of new methods and analytic tools. However, discussions regarding the use of these new computer-based methods alongside traditional qualitative methods remain sparse. The aim of this article is to present an example of using quantitative text analysis software, the Linguistic Inquiry and Word Count program, alongside a traditional qualitative method, thematic analysis. Data included 46 transcribed life-narratives shared by individuals with schizophrenia. We present findings from both analyses and offer an example of a method that combines these 2 approaches. Results and examples provided are discussed in light of the potential to strengthen analyses by using these methods collaboratively. (PsycINFO Database Record (c) 2017 APA, all rights reserved)