Erasmus University Rotterdam

Dumitrica, D., & Jarmula, P. (2022). Teaching qualitative research methods in media and communication: The benefits and limitations of digital learning objects. The Qualitative Report, 27(9), 1934-1951. https://doi.org/10.46743/2160-3715/2022.5256

Teaching qualitative research is often hampered by student uncertainties around how to apply methodological knowledge in practice. Digital learning objects (DLOs) may offer a solution to this problem, although they also come with limitations. This study assessed the student perspective on the strengths and limitations of six qualitative analysis DLOs in the field of media and communication. Drawing from a thematic analysis of 527 written student reflections on the use of these DLOs in learning practices, this paper found that DLOs were helpful in clearing doubts and cementing knowledge. Furthermore, they motivated students by increasing self-regulation and by providing a new learning environment that was perceived as showcasing “learning how to learn.” However, the DLOs also introduced new anxieties, destabilized the relationship between lecture and tutorial, and were not successful at fostering student reflexivity in relation to the research process. These findings provide practitioners with pedagogical insight into using DLOs to improve the learning experience of qualitative research.

Dumitrica, D., & Jarmula, P. (2022). Learning Approaches as Bricolage: Student Reflections on Fluidity and Tensions in Learning Practices. About Campus, 27(5), 26–39. https://doi.org/10.1177/10864822221138258

The ideal student tackles all their readings before class, creating concept maps and summaries of the learning materials. They attend every lecture and actively participate during tutorials, taking notes and then color-coding them after class to highlight key ideas. Whenever they come across something that remains unclear, they go online to find additional explanatory videos and readings. Our ideal student is thus organized and efficient, managing not just their time and effort, but also their space to ensure that they are free of distractions and noise. Yet, despite all these efforts, procrastination still rears its ugly head, confusion about abstract concepts and theories lingers, and motivation to study almost inevitably nosedives throughout the term. Even the ideal student ends up leaving their work to the last minute and then frantically cramming into the wee hours. Every now and then, disappointment seems inevitable: Despite feeling as though they are taking all the right actions toward learning, low exam results or assignment grades are