AUTHENTIC INQUIRY: QUALITATIVE RESEARCH IN MULTIPLE LEARNING ENVIRONMENTS

This study examined the perceptions, views, and processes of graduate students enrolled in four research courses which were delivered online, onsite, or through a cohort group. Participants included part-time graduate students enrolled in Masters and Specialist programs. Employing a qualitative approach to inquiry, the researchers utilized a framework of overarching questions in collecting and analyzing a variety of data. Data analysis employed the constant comparative method which enabled the researchers to code and categorize units. Findings indicate that student preferences changed as they engaged in research and developed research orientation. The concept of “the researcher’s apprentice” emerged as well as the adoption of a qualitative approach as the method of choice. The delivery method did not affect success as much as prior experience of students, course design, and course tasks. As institutions of higher education move toward research-based practices, the need to integrate research strands into coursework at the undergraduate and graduate level increase. As a result, students enrolled in graduate programs that lead to research-based, practitioneroriented positions are finding that program requirements include multiple experiences which focus on individual and collaborative research. However, many graduate students view the research process as an overwhelming task—especially those who are: a) enrolled in graduate programs as part time students, b) are employed full time, and c) are minimally familiar with the research process. The preparation, views, perceptions, and prior experiences of graduate students have a critical impact on their success as researchers. Nevertheless, research components are part of the graduate school experience. In addition, graduate students who are seeking Masters, Specialist, and Doctorate degrees—due to lack of required research at the undergraduate level—enter advanced programs with vastly different views of the research process. Professors teaching graduate level research courses are faced with the challenge of meeting the needs of students who represent diverse backgrounds with regard to research. Considering course requirements, graduate program demands, research skills, and IRB guidelines, the professor must design research courses that target the development of research orientation while blending relevant and practical assignments so that students become confident in their research skills and continue their inquiry beyond the course or program.