Abstract
Qualitative research is a fundamental discipline for graduate students to learn research methods in education and can assist them in conducting their master's theses. For qualitative researchers, the trend in recent years has been to utilize computer software for qualitative data analysis. Therefore, it is necessary to introduce this new learning trend and tool into qualitative research courses. Thus, the objectives of this study are: 1. To explore the process of graduate students learning qualitative research by integrating qualitative data analysis software into the qualitative research course. 2. To analyze the learning outcomes of graduate students when qualitative data analysis software is integrated into the qualitative research course. 3. To understand the professional growth and reflection of instructors when qualitative data analysis software is integrated into the qualitative research course.This study employed action research and incorporated the qualitative data analysis software Nvivo into the qualitative research course. The participants were 19 graduate students from T University's in-service master's program who enrolled in the "Qualitative Research Methods" course. Data collection methods included interviews, observations, document collection, and questionnaires. In terms of data analysis, quantitative and qualitative data were integrated for comprehensive analysis and discussion.Based on the data analysis, the conclusions drawn from this study are as follows: 1. The study conducted teaching on qualitative research topics through three stages: the first, second, and third cycles. Nvivo was introduced during the later stage of the first cycle and the second cycle, allowing students to simultaneously learn about qualitative research topics and Nvivo. 2. After integrating qualitative data analysis software into the qualitative research course, graduate students showed improvement in overall learning outcomes, cognition, data analysis skills, and reflective attitudes. 3. Regarding cognition, graduate students showed the most progress in understanding the functions of qualitative research data analysis software, while their understanding of conducting literature reviews for qualitative research-oriented papers showed the least progress. 4. In terms of data analysis skills, graduate students showed the most progress in importing data and classifying data using qualitative research data analysis software, while their progress in breaking down data into meaningful units or concepts was the least. 5. In terms of reflective attitudes, graduate students showed the most progress in self-awareness of learning qualitative research courses, while their perception of qualitative research as a helpful course showed the least progress. 6. The professional growth of instructors included becoming more proficient in the functions and operation of Nvivo, gaining a deeper understanding of how to apply Nvivo in qualitative data analysis, and having a clearer understanding of qualitative research methods. 7. Reflections from instructors included providing assistance for students using the English interface, assisting students using the Mac OS system, mastering software operation with a focus on qualitative research methods, providing students with specific operating manuals and videos, assigning Nvivo post-course tasks, and suggesting that students bring their own data for analysis. Based on the study's findings, the following recommendations are proposed: 1. Provide post-course practice assignments. 2. Enhance students' learning of Nvivo for conducting literature reviews, coding, and utilizing matrices. 3. Encourage students to utilize online learning resources for Nvivo. 4. Offer advanced courses on qualitative data analysis. 5. Conduct quasi-experimental research.