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Using grounded theory to explore learners' perspectives of workplace learning
Journal article   Open access   Peer reviewed

Using grounded theory to explore learners' perspectives of workplace learning

Julie A Bytheway
International Journal of Work-Integrated Learning, Vol.19(3), pp.249-259
2018
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Abstract

Curriculum and Pedagogy grounded theory inductive enquiry research methodology research methods teacher education work-integrated learning
Grounded theory is an inductive enquiry that explains social processes in complex real-world contexts. Research methods are cumulative cyclic processes, not sequential processes. Researchers remain theoretically sensitive and approach data with no preconceived hypotheses or theoretical frameworks. Literature is reviewed as lines of enquiry and substantive theories emerge. Interviewers ask broad open questions, check understanding and prompt further description. Participants choose how they share their perspectives and experiences. Everything is considered data. Data is analyzed in cyclic processes. Initially coding uses participants' words, and then identifies patterns, social processes and emerging substantive theories. Memos and diagrams facilitate understanding of data and literature. Grounded theory is a suitable research methodology for work-integrated learning because grounded theory explains social processes, such as learning, in complex real-world contexts, such as workplaces, where multiple influencing factors occur simultaneously. A case study illustrates how grounded theory was used to explain learning in the workplace.

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