Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning
Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning
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使用照片启发了解一年级学生的经历：学生对生活、大学和学习的隐喻
DOI：
10.1177/1469787420908384
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发表时间：
2020
影响因子：
5
通讯作者：
C. Picton
中科院分区：
文献类型：
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作者：
E. Kahu;C. Picton
从学校到大学的过渡是具有挑战性的，对第一年学生经历的更多了解将使工作人员能够更好地支持学生。大学和政府开展的学生调查未能捕捉到第一年经历的深度和广度，因此需要进行定性研究，以更细致全面地了解学生的生活。本文中描述的研究使用了光激发法。我们让学生们选择四张代表他们大学第一年的照片。这些数据-选定的照片和学生对其选择的解释-进行了专题分析，特别侧重于学生用来描述其经历的三个方面：生活、大学和学习的各种隐喻。调查结果强调了向大学过渡的双重性质-学习成为一名大学生和学习成为一名成年人-以及这一过程中的挑战和压力。学生们所感受到的缺乏动力是显而易见的。学生们把他们的旅程比作过山车，并谈到无法跟上快速发展的课程。他们把自己描绘成被动的知识获取者。这些发现为工作人员提供了新的方法来了解可能在第一年破坏学生参与的挑战。学生和教职员工都可以从认识到他们思维中的隐喻中受益，并可能寻求新的隐喻，这些隐喻可能会揭示体验高等教育第一年的不同和更积极的方式。
The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students’ lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data – the chosen photographs and the students’ explanations of their choices – were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university – learning to be a university student and learning to be an adult – as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.
劳特利奇隐喻与语言手册
DOI：
--
发表时间：
2017
期刊：
--
影响因子：
--
作者：
Demjen, Z
通讯作者：
Demjen, Z