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This paper describes new opportunities for teaching qualitative research methods to undergraduates using software as a tool. The author recounts her own experiences and challenges using one such program, QSR NVivo. The account includes students' reflections on how technology advances the analysis process. Strengths and weaknesses of the software and presented and discussed.

AbstractIntegrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers' capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear alternative to current strategies focusing on teachers' mental processes. To develop this point, the paper offers a qualitative study that explores teaching to identify critical features of technology supporting teachers' work. Analysing teaching from a hermeneutic perspective, we arrive at six fundamental dynamics within which teachers operate. Based on the factors identified, we present three principles to guide future design of technologies for teaching and two approaches to designing technology sensitive to teachers' values.

We reflect on the design and first iteration of an asynchronous online university English course focused on fan fiction, with a particular focus on the anticipated challenges of negotiating affect and analysis in the classroom and the structure of the course.

The aim of this work is to review a specific learning analytics method - sentiment analysis - in the field of Higher Education, showing how it is employed to monitor student satisfaction on different platforms, and to propose an architecture of Sentiment Analysis for Higher Education purposes, which trace and unify what emerges from the literature review. First, a literature review is carried out, which proves the widespread and increasing interest of the communities, of both scholars and practitioners, in the use of sentiment analysis in the field of Higher Education. The analysis, focused on three different e-learning domains, identifies weaknesses and gaps, and in particular the lack of a unifying approach which is able to deal with the different domains. Secondly, a prototype architecture – LADEL (Learning Analytics Dashboard for E-Learning) - is introduced, which is able to deal with the different e-learning domains. Some preliminary experiments are carried out, highlighting some limitations and open issues, as stimulus to continue the development of the platform.

Contents: Preface: Teaching benefit-cost analysis -- Part I: The big picture -- 1. Decision rules / William K. Bellinger -- 2. Triangles and all that / Arnold C. Harberger -- 3. Defining the baseline / Charles Griffiths and Chris Dockins -- 4. The concept of standing in benefit-cost analysis / Richard O. Zerbe -- 5. Partial equilibrium versus general equilibrium evaluations or small versus large projects / Per-Olov Johansson and Bengt Kristrom -- 6. BCA and US regulatory review: finding a market failure / Susan E. Dudley -- 7. The essentials: a short course for young professionals / Gelsomina Catalano and Massimo Florio -- Part II: Challenging concepts and examples -- 8. Valuing statistical lives / Lisa A. Robinson -- 9. The arithmetic of efficiency--or the value of marginal analysis / John Mendeloff -- 10. Treatment of employing and disemploying workers / David Greenberg -- 11. Uncertainty and risk / Nicholas Treich -- 12. On defining and valuing the benefits of health policy interventions / David Salkever -- 13. Harmful addiction / David Weimer -- 14. Supplementing benefit-cost analysis: models for transport and land use decisions / Emile Quinet -- 15. Evaluating knowledge projects and r&d infrastructures with an example / Massimo Florio and Chiara Pancotti -- 16. Cost estimation in education: the ingredients method / Clive Belfield, A. Brooks Bowden and Henry M. Levin -- 17. Distributional accounting in benefit-cost analysis / Kerry Krutilla -- 18. Case studies in the classroom: lessons learned / Stuart Shapiro -- 19. Simulation: incorporating uncertainty / Scott Farrow -- Index.

Anders als im Falle quantitativer Verfahren gibt es fast keine Literatur zur Sekundäranalyse qualitativer Daten. In der qualitativen Sozialforschung existiert weder eine etablierte Kultur, die die Durchführung von Sekundäranalysen ermutigt, noch findet sich ein ausreichender Korpus an Literatur, der interessierten Forschenden helfen könnte, die Vorteile und Probleme, die mir der Sekundäranalyse von Daten verbunden sind, hinreichend zu verstehen. Wohin sollen sich also Studierende und junge Forscherinnen und Forscher mit ihrem Wunsch nach Unterstützung und Training wenden? In diesem Beitrag zeigen wir, wie ESDS Qualidata versucht, sowohl die Nutzung von archivierten Daten als auch methodologische Debatten einer breiteren Fachöffentlichkeit nahezubringen. Wir präsentieren dafür einen Überblick über die vorhandene Literatur und über existierende Schulungsmaßnahmen zur Sekundäranalyse qualitativer Daten und beschreiben verschiedene Ansätze, die bei uns für den Support und für Schulungen zum Einsatz kommen. Abschließend befassen wir uns mit dem Erstellen von Lehrmaterial (Datensätze, Nutzungsanleitungen, Kommentare und Übungen), das Lehrenden und Lernenden helfen soll, sekundäranalytische Verfahren in ihre tägliche Forschungspraxis und -kultur einzubeziehen.

The purpose of this paper is the bibliometric analysis of the journals indexed in SciELO in the area of teaching and learning English as a second language. The journals searched were: How, Profile, and Colombian Applied Linguistics Journal. The search for information made it possible to compare different bibliometric indicators. Although it is true that the results of this research show that scientific production in the field is abundant, varied in terms of thematic lines, and collaborative, it is only reported in three journals indexed in SciELO; however, other research that reports on the scientific production on the teaching of English as a second language, all the scientific production published in journals indexed in SciELO is made invisible. Since most of the publications in the journals studied are by Latin American authors, it is evident that in other productions the region's research in the field is being ignored.