Using screencasts to engage students of qualitative research

For those of you teach online, you know that it takes a good deal of work to create engaging screencasts that your students will enjoy watching. Creating a screencast is an assignment that I set for students in one of the courses I teach. I am always amazed by the creativity displayed in these screencasts. My students’ work inspires me to work on my own screencasts.

This week you can view a screencast developed by doctoral student Nekeisha Randall. Nekeisha comments on her process in creating this screencast:

Pricing, editing, and sharing options determined what I ultimately used to make the screencast. It was a mixture of resources due to my using Screencast-O-Matic to record the PowerPoint presentation (after many attempts to record without too many stumbles while staying within the 15-minute limit!), iMovie to edit and cut out the remaining stumbles, and YouTube to upload it and have a convenient, shareable link. Someone who is more familiar with editing may not have to record as many times as I did to polish the script reading portion. It was a fun experience to be creative and to go into more depth about a topic of interest.

Much has been written about the “constant comparative method” of analysis that Barney Glaser and Anselm Strauss wrote about in their 1967 book, The discovery of grounded theory: Strategies for qualitative research. How would you explain this approach to your students? To view Nekeisha’s screencast click here:

The constant comparative method

Nekeisha also developed a detailed script in order to create her screencast. Randall_RevisedScreencastScript

References

Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.

 

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