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The interpretive research group as an alternative to the interpersonal process recording
Mona M Shattell1, Beverly Hogan, Alison Ray Hernandez
1School of Nursing, University of North Carolina at Greensboro, Greensboro, NC 27402, and Children's Hospital, Birmingham, AL, USA. mona_shattell@uncg.edu
Nurse Educator
|July 21, 2006
Summary
This study introduces the interpretive research group, a novel communication teaching strategy. It fosters active participation and more egalitarian relationships, creating a liberating learning environment for students.
Area of Science:
- Education
- Communication Studies
- Social Sciences
Background:
- Traditional methods like interpersonal process recording may not fully engage students.
- There is a need for innovative pedagogical approaches in communication education.
- Existing teaching models can sometimes create hierarchical student-teacher dynamics.
Purpose of the Study:
- To introduce and evaluate the interpretive research group as a new pedagogical strategy.
- To explore its effectiveness in teaching communication and analysis skills.
- To assess its impact on student-faculty relationships and the learning environment.
Main Methods:
- Implementation of an interpretive research group model in a communication course.
- Focus on active student-faculty participation and collaborative analysis.
- Abandonment of traditional interpersonal process recording.
Main Results:
- The interpretive research group encourages active student engagement.
- It fosters more egalitarian relationships between students and faculty.
- It contributes to a more liberating and effective learning environment.
Conclusions:
- The interpretive research group is a viable and effective alternative to traditional methods.
- This strategy enhances communication education by promoting active learning and improved relationships.
- It offers a liberating pedagogical approach for communication studies.
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