Reflecting on the initial ARP tutorial on October 11, 2024, I proposed using Slido as a tool to assess students’ learning experiences and classroom interactions. Following feedback from my supervisor, it became clear that my original approach needed refinement. We agreed that I would require additional support to effectively implement the Slido questionnaire in the classroom. To enhance the reliability and rigor of the Slido questionnaire, my supervisor suggested that a colleague or another academic staff member could assist in evaluating the Slido intervention and the questionnaire, time permitting.
At the time, the prospect of coordinating all of this felt overwhelming (Figure 1). I had to figure out the logistics of employing Slido, downloading it, embedding it into PowerPoint, and testing its functionality. It seemed like a challenging task (Figure 2).
However, as I reflected on the situation the following day, I began to see the potential benefits of collaborating with a colleague. Together, we could gather valuable insights from students at different points in time, capturing the nuances of interactive and collaborative learning. I realized this would provide meaningful data about how students engage with the intervention in relation to their subjectivities. Inspired by Kara’s (2015) work, I considered the idea that research, like decisions, can be modified and reviewed to adapt to a changing environment. I proposed a participatory research approach, involving a colleague and students, to shift from a traditional methodological framework to one that empowers students and reduces imbalances. This approach aims to create a space where students, who may feel embarrassed or silenced in traditional classroom settings, can actively participate and voice their questions and concerns. By implementing the intervention and questionnaire twice, I would promote the validity of slido and its impact. And by this, I hope to decolonize research and contextualize knowledge for both students and the researcher.
I hoped that collaboration could make learning more meaningful by involving not only me as the tutor and researcher but also the students and tools like Slido and questionnaires. The idea of working with a colleague to delve deeper into the research was exciting, but I could not shake the feeling that it might be too ambitious. Yet, a lingering question remained: Would this be too challenging? I was unsure how much I could realistically manage . It felt like there was a lot to consider.
I started to break down the process into manageable steps:
A list of actions:
- Brief participants on the study
- Ask for informed consent
- Construct the questionnaire
- Run the intervention
- Gather data
- Write up and reflect on the findings
- Plan the steps with a colleague (e.g., approaching my colleague , discussing the intervention, sharing the slido link and the Qualtrics questionnaire).
The time crunch between October and January was a real stressor. I felt a bit lost, surrounded by so much information. But I was determined to make the most of it. I saw this challenge as an opportunity to learn and evolve. I hoped that by facing these difficulties head-on, I could improve my planning and execution skills.
Although I was a bit uncertain about my capacity, I was inspired by Jones et al.’s (2010) assertion that classroom life is deeply intertwined with the identities of those observing it. This perspective encouraged me to step outside my comfort zone as a specialist technician in psychology. I realized that by doing so, I could potentially ignite new ideas in the classroom and advance the process of integrating technology into interactive learning and professional development. McNiff’s (2020) emphasis on the shift from ‘I’ to ‘we’ in action research resonated with me. I began to envision a more systematic approach to data gathering possibly delving deeper into the limitations of my role. By harnessing the synchronicity of the learning experience among students, myself, the intervention, the questionnaire, and a colleague in the classroom, I hoped to uncover valuable insights.
References
Jones, L., Holmes, R., Macrae, C., Maclure, M. (2010) ‘Documenting classroom life: how can I write about what I am seeing?’ Qualitative Research, 10(4), 479-491. Available at http: qrj.sagepub.com (Accessed 15 October 2024).
Kara, H(2025) ‘Creative research methods in the social sciences:A practical guide. Policy Press :Bristol. Available from ProQuest E book Central. Chapter 3: Creative research methods and ethics, pp 35-54.
McNiff, J.(2020) ‘Action Research for professional development Concise Advice for new action researchers’. Available on https://kaye.ac.il/wp content/uploads/2018/08/ McNiff_Action_research11.pdf (Accessed 29 October 2024). Third Edition (2002).