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Developing rigor with critical discourse analysis to examine educators' transition toward active learning

This article discusses the Focus Group Discussion (FGD) in the context of the research project investigating educators' transition traditional teaching to active learning. Engineering education researchers are increasingly interested in qualitative data analysis to study social phenomenon on te...

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Main Authors:	Abd. Rahman, Nor Farahwahidah, Mohd. Yusof, K., Phang, F. A., Azizan, M. T., Mohd. Addi, M., Sadikin, A. N., Tengku Malim, Busu T. N. Z., Nawi, N. D.
Format:	Conference or Workshop Item
Language:	English
Published:	2020
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/91403/1/NorFarahwahidahAbdul2020_DevelopingRigorwithCriticalDiscourse.pdf http://eprints.utm.my/id/eprint/91403/ http://dx.doi.org/10.1016/j.procs.2020.05.007
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spelling	my.utm.914032021-06-30T12:16:06Z http://eprints.utm.my/id/eprint/91403/ Developing rigor with critical discourse analysis to examine educators' transition toward active learning Abd. Rahman, Nor Farahwahidah Mohd. Yusof, K. Phang, F. A. Azizan, M. T. Mohd. Addi, M. Sadikin, A. N. Tengku Malim, Busu T. N. Z. Nawi, N. D. L Education (General) This article discusses the Focus Group Discussion (FGD) in the context of the research project investigating educators' transition traditional teaching to active learning. Engineering education researchers are increasingly interested in qualitative data analysis to study social phenomenon on teaching and learning. We describe the research design in phases that show the pragmatic approach to conduct FGD. This study employed FGD using Critical Discourse Analysis (CDA) as the methodology to develop an interview protocol. We present an analysis of a two-hour interview conducted with a group of lecturers at one of the university in Malaysia using a set of interview protocol. The interview protocol was developed following the principle of CDA to provide answers on the aspect of social practices surrounding the implementation of active learning. With CDA, the FGD interview focused on the issues, obstacles to solve the issues, role of issues in the broader context and ways for the issues to be solved. The findings revealed that FGD enables the data collection and analysis to investigate complex belief on the concept and implementation of active learning. The educators responded positively to interactive active learning activities as a medium for instruction. In addition, the analyses indicate that educators' resistance emerged from the conflicting imposter syndrome among resistance educators. Uncomfortable with the transition from teacher-centred to student-centred learning, many of them have self-doubt on what is meant by active learning. CDA shows that they have developed a feeling of competence despite evidence of being incompetent in active learning. Further to this, we begin to identify educators' epistemic knowledge on active learning which leads to the imposter syndrome. 2020-08 Conference or Workshop Item PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/91403/1/NorFarahwahidahAbdul2020_DevelopingRigorwithCriticalDiscourse.pdf Abd. Rahman, Nor Farahwahidah and Mohd. Yusof, K. and Phang, F. A. and Azizan, M. T. and Mohd. Addi, M. and Sadikin, A. N. and Tengku Malim, Busu T. N. Z. and Nawi, N. D. (2020) Developing rigor with critical discourse analysis to examine educators' transition toward active learning. In: 9th World Engineering Education Forum, WEEF 2019, 13 November 2019 - 16 November 2019, India. http://dx.doi.org/10.1016/j.procs.2020.05.007
institution	Universiti Teknologi Malaysia
building	UTM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Teknologi Malaysia
content_source	UTM Institutional Repository
url_provider	http://eprints.utm.my/
language	English
topic	L Education (General)
spellingShingle	L Education (General) Abd. Rahman, Nor Farahwahidah Mohd. Yusof, K. Phang, F. A. Azizan, M. T. Mohd. Addi, M. Sadikin, A. N. Tengku Malim, Busu T. N. Z. Nawi, N. D. Developing rigor with critical discourse analysis to examine educators' transition toward active learning
description	This article discusses the Focus Group Discussion (FGD) in the context of the research project investigating educators' transition traditional teaching to active learning. Engineering education researchers are increasingly interested in qualitative data analysis to study social phenomenon on teaching and learning. We describe the research design in phases that show the pragmatic approach to conduct FGD. This study employed FGD using Critical Discourse Analysis (CDA) as the methodology to develop an interview protocol. We present an analysis of a two-hour interview conducted with a group of lecturers at one of the university in Malaysia using a set of interview protocol. The interview protocol was developed following the principle of CDA to provide answers on the aspect of social practices surrounding the implementation of active learning. With CDA, the FGD interview focused on the issues, obstacles to solve the issues, role of issues in the broader context and ways for the issues to be solved. The findings revealed that FGD enables the data collection and analysis to investigate complex belief on the concept and implementation of active learning. The educators responded positively to interactive active learning activities as a medium for instruction. In addition, the analyses indicate that educators' resistance emerged from the conflicting imposter syndrome among resistance educators. Uncomfortable with the transition from teacher-centred to student-centred learning, many of them have self-doubt on what is meant by active learning. CDA shows that they have developed a feeling of competence despite evidence of being incompetent in active learning. Further to this, we begin to identify educators' epistemic knowledge on active learning which leads to the imposter syndrome.
format	Conference or Workshop Item
author	Abd. Rahman, Nor Farahwahidah Mohd. Yusof, K. Phang, F. A. Azizan, M. T. Mohd. Addi, M. Sadikin, A. N. Tengku Malim, Busu T. N. Z. Nawi, N. D.
author_facet	Abd. Rahman, Nor Farahwahidah Mohd. Yusof, K. Phang, F. A. Azizan, M. T. Mohd. Addi, M. Sadikin, A. N. Tengku Malim, Busu T. N. Z. Nawi, N. D.
author_sort	Abd. Rahman, Nor Farahwahidah
title	Developing rigor with critical discourse analysis to examine educators' transition toward active learning
title_short	Developing rigor with critical discourse analysis to examine educators' transition toward active learning
title_full	Developing rigor with critical discourse analysis to examine educators' transition toward active learning
title_fullStr	Developing rigor with critical discourse analysis to examine educators' transition toward active learning
title_full_unstemmed	Developing rigor with critical discourse analysis to examine educators' transition toward active learning
title_sort	developing rigor with critical discourse analysis to examine educators' transition toward active learning
publishDate	2020
url	http://eprints.utm.my/id/eprint/91403/1/NorFarahwahidahAbdul2020_DevelopingRigorwithCriticalDiscourse.pdf http://eprints.utm.my/id/eprint/91403/ http://dx.doi.org/10.1016/j.procs.2020.05.007
_version_	1705056708596858880
score	13.211869

Developing rigor with critical discourse analysis to examine educators' transition toward active learning

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