(A) Phenomenological Study of Learning Experiences of Married Women with Interrupted Careers at University Lifelong Education Center

2015 ◽  
Vol 11 (2) ◽  
pp. 161-188
Author(s):  
Jiyeon Moon ◽  
SANG-O LEE
Keyword(s):  
Phenomenological Study ◽  
Learning Experiences ◽  
Married Women ◽  
Lifelong Education

scholarly journals Service Learning: Experiences and Perceptions Towards Students in UTM, Malaysia

2017 ◽  
Vol 9 (1-3) ◽  
Author(s):  
Mohd Syafiq Md Salleh ◽  
Mahani Mokhtar
Keyword(s):  
Service Learning ◽  
Phenomenological Study ◽  
Soft Skills ◽  
Learning Experiences ◽  
Qualitative Approach ◽  
Perceptions Of Students ◽  
Pedagogical Aspect ◽  
Service Learning Projects ◽  
Career Benefits ◽  
Learning Projects

The purpose of this phenomenological study was to explore the experiences and perceptions of students who successfully completed their service learning projects in UTM. The qualitative approach was using and four main themes are emerged from the students interview, such as pedagogical aspect, personal benefits, challenges and problems. The findings showed that service learning has great implication and beneficial for students and community and develop soft skills for their career benefits.

scholarly journals Prioritising Or Postponing?” Thematic Analysis Of Reproductive And Motherhood Choices Among Educated Indian Married Women

2021 ◽  
Vol 58 (2) ◽  
pp. 5784-5791
Author(s):  
Smita Gupta , Namita S Malik
Keyword(s):  
Thematic Analysis ◽  
Phenomenological Study ◽  
Biological Clock ◽  
Working Women ◽  
Married Women ◽  
Major Theme ◽  
Reproductive Choice ◽  
Indian Women ◽  
Women In India ◽  
Structured Questionnaire

This paper attempts to understand and explains the intersection of reproductive and motherhood choices among educated working and non-working married women in India. The choices women pick in realm of sociological, cultural and religious controls have been largely silenced in literature. This phenomenological study looks into lives of 20 married educated Indian women and their reproductive and motherhood choices.  With the help of semi-structured questionnaire, 20 women, predominantly educated middle class women, have been interviewed. A thematic analysis using a grounded approach has been used to analyse the qualitative data obtained from these 20 women.  Two dominant themes emerged in the systematic qualitative review. Among educated working women, voices of career goals, self-accomplishments, and career promotions were the major theme manifested while exercising their reproduction choice. On the other hand, theme emerged among educated non-working mothers were enhancement in social influence, stability and social pressure. Study revealed the stress and social tensions embedded in exercising reproductive choice con-joined with family influences, economic priorities, career and biological clock urge. The study further describes how increase in technological advancements and modernism has not affected largely sphere of women reproductive choices and changed social perception of motherhood; rather complicated dilemmas for her.

scholarly journals Experiences of hospitalization among pregnant women with preterm labor in Korea: a phenomenological study

2021 ◽  
Vol 27 (3) ◽  
pp. 209-219
Author(s):  
Joon-Young Lee ◽  
Yeoungsuk Song
Keyword(s):  
Lived Experiences ◽  
Preterm Labor ◽  
Phenomenological Study ◽  
Well Being ◽  
Phenomenological Approach ◽  
Married Women ◽  
Korean Women ◽  
Phenomenological Method ◽  
Depth Interviews ◽  
Remaining Time

Purpose: The purpose of this study was to describe pregnant women’s lived experiences of hospitalization due to preterm labor in Korea. Methods: This qualitative study adopted a phenomenological approach. Individual in-depth interviews were conducted with nine participants, over the age of 20 years, who had been hospitalized for more than 1 week after being diagnosed with preterm labor. All interviews were audio-taped and verbatim transcripts were made for analysis. The data were analyzed following Colaizzi’s phenomenological method. Results: The participants’ ages ranged from 26 to 36 years, and all were married women. They were hospitalized for 13.1 days on average. Five thematic clusters emerged from the analysis. ‘Withstanding hospitalization for the fetus’s well-being’ describes women’s feelings during preterm labor and their endurance during their prolonged hospitalization, rooted in their conviction that the fetus comes first. ‘Endless frustration in the hospital’ encompasses women’s emotions while lying in bed and quietly thinking to themselves. ‘Unmet physiological needs’ describes participants’ awareness of their inability to independently handle human physiological needs given the need for careful and limited movement. ‘Gratitude for the support around oneself’ reflects the support from family and medical staff. ‘Shifting perceptions and accepting one’s circumstances’ describes accepting hospitalization and making efforts to spend their remaining time in the hospital in a meaningful way. Conclusion: The findings in this study provide a deeper understanding and insights into the experiences of Korean women with preterm labor during hospitalization, underscoring the need to develop interventions for these patients.

scholarly journals The Effects of an Authentic Collaborative Project on University Directing Students’ Learning Experiences

2021 ◽  
Author(s):  
Nur Hilyati Ramli ◽  
Safia Najwa Suhaimi ◽  
Muhammad Kamarul Kabilan
Keyword(s):  
Qualitative Data ◽  
Phenomenological Study ◽  
Learning Experiences ◽  
Creative Drama ◽  
Drama Education ◽  
Teaching English ◽  
Collaborative Project ◽  
New Learning ◽  
Speakers Of Other Languages ◽  
Collection Methods

This phenomenological study reports an authentic collaborative project between students of acting and directing (AD) and students of Teaching English as Speakers of Other Languages (TESOL) in University Sains Malaysia (USM). The project, which is integrated and infused with features of authentic learning and creative drama education, aims to provide the AD students with new learning experiences that are authentic in nature and that focuses on their abilities to direct a full theatre performance. Using qualitative data collection methods (i.e., online reflections and open-ended items), the study identified and determined six meaningful learning experiences that the 29 AD students gained: (i) constructing, sharing, and utilizing knowledge; (ii) understanding roles as directors; (iii) identifying and solving problems; (iv) creating and building teamwork; (v) developing creativity in directing; and (vi) practising professionalism in directing. The paper also provides some guidelines for other practitioners and researchers to undertake similar projects in future and in other settings.

Skill Development Versus Performativity Among Beginners in Aerial Practice: An Embodied and Meaningful Learning Experience

2020 ◽  
Vol 41 (2) ◽  
pp. 173-187 ◽  
Author(s):  
Maria Kosma ◽  
Nick Erickson ◽  
Chase J. Savoie ◽  
Mark Gibson
Keyword(s):  
Treatment Group ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Skill Development ◽  
Learning Experiences ◽  
Lessons Learned ◽  
Skill Learning ◽  
Upper Body ◽  
Control Group ◽  
Quasi Experimental

The purpose of this quasi-experimental, phenomenological study was to use embodied cognition in understanding learning experiences in skill development and performativity (e.g., storytelling and emotional expression) among 17 beginners in aerial practice ( Mage = 20.59 ± 1.37 years old). Eight people were in the treatment-group class (skill development and performativity) and nine individuals participated in the control-group class (only skill development). Four themes emerged from the analysis: linking other exercises to aerial (e.g., cheerleading, dancing, and gymnastics) and uniqueness of aerial (e.g., artistic aspect while in the air); success in meeting aerial goals (at the posttest, performativity was valued more in the treatment group than the control group); exercise changes due to aerial, such as enhanced upper-body strengthening activities and stretches; and lessons learned, including importance of conditioning and small class size, switching Teaching Assistants (TAs), and silk awareness. Practitioners in community-based movement education programs like dancing and physical theater should recognize the need for embodied knowledge by emphasizing not only skill development but also performativity for enhanced learning experiences within supportive class settings. Although adding performative qualities to skill learning is more challenging than skill development alone, it can lead to enhanced performance, joy, and meaning of movement.

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