Final Analysis Thematic Analysis Team A

Thematic Analysis of Learning Experiences Learning Team A By

Learning Team A Thematic Analysis Introduction

Learning team A consists of five doctoral students who are all enrolled in a module focusing on theories of learning. Team members provided six personal learning experiences three of which they considered bad and three of which they considered good learning experiences. Team members then analyzed the collected data individually through reading each of the experiences. Each group member shared their individually created themes. One group member synthesized the results and another of the team members finalized the thematic analysis, created a list of experiences that were specific to individual vignettes, and categorized the features under teachers control, institutional control and/or individual control. Apart from the features that are classified under a single category, there are other features that are listed under multiple categories. In order to include all data, unique experiences which could not be classified within a thematic framework are listed under unique experiences.

Methodology
The teams task was to examine the analysis of a separate group in addition to Team As vignettes. and afterward re-evaluate Team As data set according to an agreed upon assessment of learning domains. Each member attempted to do so with an individual approach. This included one team

member re-examining at our initial categories for the final analysis. During the initial process Team As methodology was determined by individuals whose theoretical background in thematic analysis was limited and not actively relayed in the later analysis. However, As thematic analysis does not require the detailed theoretical and technological knowledge of approaches, it can offer a more accessible form of analysis, particularly for those early in a qualitative research career. After comparison of Team As initial report with Team Bs initial report the teams appear to have a general agreement on what constituted good learning experiences and bad learning experiences, based on the initial personal vignettes shared. Learning Team B chose to identify main themes and code them according to the impact on learning and thereafter identify who was responsible for each learning experience identified. Using this methodology in addition to Team As previous method of narrative structure allowed Team A to create the following categories first based on whose control the thematic category is under and secondarily the themes that Team A gathered from the vignettes. Additionally, Team A created categories based on domain specific themes of personal growth, learning development, and skills development.

Conclusion The results table reflects the finding that the learning methodologies and learning environment are both largely the institutions and educators responsibility. Also these are largely the two themes which impact all other learning experiences. There are several instances in the data available that reflect that learning methodologies and the environment appear to be a common thread in the impact on conceptual learning, personal growth or learning of skills.

Category 1: Under Control of the Individual Autonomous learning

Positive action -Self motivation -Self direction -Learning from experiences, peer support, and theories -Seek for advice when facing any learning difficulties Negative action -Rely on rote learning -Promotes personal prejudice -Critical with negative feedback

Category 2: Under the control of Teacher/facilitator

Teaching Methods and Activities

Effective teaching methods and activities

Unique Experiences - Puzzlement from teachers as to why a student was not performing well without a willingness to help - Unhelpful tutorial sessions - Creating the alternative strategy of singing - Highly competitive, verbally abusive student environment - Creating levels of power within a classroom simulation/exercise

-Preparing for class room activities such as role-playing, story-telling/lecture techniques, and group work.
-Creating good learning environments to students to prepare students to be active and creative learners. -Avoiding rote learning and learning based on theories only. Ineffective teaching methods and activities -Teachers focus on rote learning -Teachers do not have good skill in explaining -Passive learning environment

Thematic Category 2: Under the control of Multiple factors Teachers Preparation Effects on Teachers Expectations and Prejudices
- Students whose

Cultural Miscommunication

Unique Experiences

Well prepared teachers must be able to present:

teacher had low or negative expectations of -Adequate knowledge them did not enjoy of the subject or benefit from the -Understanding in learning experience. students needs and knowledge levels. -When teachers -The ability to expectations were accommodate too high, the students with students felt they different needs and were constantly requirements

-Where the miscommunication was the fault of the teachers, it was considered a bad experience.

-Prejudice due to students disability -Prejudice due to students sex

-Specific cultural -When fault was with context of a the student, it was Malawian student listed as a good experience that -Students working students could learn toward a single goal from. together

-Appropriate assessment and time management Unprepared teachers are likely to be:

failing. -Promoting intercultural discriminating based communication in on gender, race, and classrooms with an disabilities. expert teaching facilitator, expand -The prejudice student knowledge created hostile bases and create an learning appreciation for environments for diversity in students and education. created negative feedback loops that damaged student learning and selfesteem.
- Cases of teachers

-Student difficulty in describing problems faced

-Not prepared themselves with all the information necessary concerning the students background or lesson/subject

Domain Specific Categories

Personal Growth (Students Responsibility) Personal learning impacts positive growth when: -the teacher/facilitator is aware of personal weaknesses and strengths and these are recognized and accommodated -goals are clearly set by the learner -cultural diversity is appreciated in the process of learning -inspired by peers - encouraged and engaged by teachers - tasks are challenging Personal learning impacts negative growth when: -feedback is negative and there is continuous criticism. Conceptual Learning (Teacher and Student ) Concepts are assimilated with ease when: -learning outcomes are clear and well explained -lessons are well structured - concepts are linked to hands on experiences - curriculum well presented -lessons are interactive with room for clarification or practicing concepts. Skill Development (Teacher and Student) Range of skills are developed: -communication skills by sharing and understanding expectations -when tasks are challenging and presented with enthusiasm - time management skills - facilitators shows good content knowledge; are well prepared; enthusiastic with meaningful and interesting tasks for the learner.

Results Learning Methodologies (Teacher and Institutions Responsibility) Learning is effective when learning takes place: - in small groups - through sharing of ideas during group Learning Environment (Teachers Responsibility) Learning is positive when the environment: - is engaging - is informal yet challenging

discussion - learning from experience / hands on experience - receiving constructive feedback - through trial and error; revisiting learning - with the support of peers - sharing stories and anecdotes -when its self-directed - when there is a variety of activities through which to learn from Learning not effective and students not engaged when: -based on rote learning/memorization -its only lecture style - theory

- shows an understanding of cultural diversity - shows respect for learning differences - promotes honest communication Learning is not positive when the environment: -is hostile -promotes personal prejudice -critical with negative feedback