Teaching qualitative methods in social science: A problem-based learning approach

Abstract

Research methods are often seen as a tedious necessity by the students and teachers are often not helping in making these modules relevant for the students' learning process. This article compares two research method modules - a general first year module and a specialised graduate module - to demonstrate how alignment between learning objectives with other aspects of the degree programme can promote active learning and thereby create synergies which foster deep learning. This requires an active learning where the students own research skills and experiences need to be integrated into the research method module and assessment.