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dc.contributor.authorHermansen, Åsmund
dc.contributor.authorSaltkjel, Therese
dc.description.abstractSocial workers should be trained in both qualitative and quantita- tive research methods, irrespective of whether they aspire to con- duct research on their own or use research to inform their practice. The apparently problematic position of quantitative research meth- ods in social work suggests, however, a need to explore new forms of teaching statistical analysis. In this article, we propose a flipped classroom approach to teaching statistical analysis for social work. In the empirical analysis, we investigate how students perceive this way of learning statistical analysis at a Norwegian university. The data are based on 3 years of evaluation data from a course on statistical analysis for master’s level graduate students of social work, with 2 years of data taken from before the COVID-19 pan- demic and the last data point being during a period of lockdown. We discuss the most important factors for succeeding with this approach and explore if and to what extent the perceptions of students differed during the pandemic compared to the two pre- vious years. Based on the findings, we argue that a flipped class- room approach to teaching statistical analysis may be one way of changing the apparent problematic position of quantitative research methods in social work.en_US
dc.publisherTaylor & Francis Groupen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleDoing it step by step: A flipped classroom approach to teaching statistical analysis in social worken_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalSocial Work Educationen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subject.nsiVDP::Matematikk og Naturvitenskap: 400::Matematikk: 410::Statistikk: 412en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Sosialt arbeid: 360en_US

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