Table 2.
An example of analysis
| Meaning unit | Condensed meaning unit | Category | Theme | |||
|---|---|---|---|---|---|---|
| OK, the use of the blended courses – the advantage that you can reach so many more people … And the lectures are now recorded and available. And the students can go through them at any point in time. And I think for getting through content it's a really nice method. For qualitative research the difficulty was having … you know, it's not just content … you've got to … There is issue of skills learning, and personal development, and just testing ideas and moving into new paradigm. And I think it's where the methodology was challenged, where blended learning became more difficult … And we tried using the discussion schedules and it worked to some degree, but it was fairly limited. And I think I like the idea of class discussion. | - | Motivation to use blended learning approach is to extend the reach of the course, and allow some flexibility for students to participate | - | Meeting the needs of doctoral students | - | Student needs as main driver for engaging in BL |
| - | The delivery of content via recorded video lecture was successful | - | Training aiming to equip young researchers | - | Balancing course content and aims with available tools | |
| - | Teaching/learning over the Internet about the skills to conduct qualitative research is challenging due to limited interaction | |||||
| You need to develop a completely different set of skills, when you are dealing with a blended learning. Because it's not like you have them in the room and you can just nod or say … You really have to give verbal instructions: ‘now please we are going to listen to this site, and now if you don't have any questions, we move to the other site’. And that I think we realised the very moment when we had to deal with this situation. I think it's the same as delivering a lecture [online] is completely different as compared to having everyone in the classroom, because we have to sit in front of the computer, and be aware of the cameras. And, depending on a teaching style, it could work very well, or it could be a little limiting. | - | Lecturers have to develop new skills for lecturing real time and moderating discussion | - | Learning new skills for online teaching | - | Balancing course aims and content with the tools available for BL |
| - | Adapting teaching to the online lecturing and dealing with limitations of interaction via web-conferencing | - | Lack of capacity for designing blended learning courses | |||