Characteristics of Qualitative Research

1. Pedagogy in Adult Learners

1.1. Religious Backgrounds

1.2. Reconsidering and Reframing

1.3. Culture

1.4. Tradition

1.5. Socially Acceptable

2. Prevailing Strategies used in both [7 of 8 provided in Table 2.2 (Merriam, 2002, p. 31)

2.1. Triangulation

2.2. Peer Review

2.3. Reflexivity

2.4. Rich Thick Descriptions

2.5. Rich Thick Descriptions

2.6. Maximum variation

2.7. Triangulation

3. Intrinsic Motivation

3.1. subject

3.2. objective

3.3. generalizability

3.4. validity

3.5. reliability

3.6. truth

3.7. fact

3.8. reality

3.9. bias

4. Mindmap References

4.1. Bengtsson, M. (2016). Research article: How to plan and perform a qualitative study using content analysis. Nursingplus Open, 28-14. doi:10.1016/j.npls.2016.01.001

4.2. HOW CULTURAL VALUES SHAPE LEARNING IN OLDER ADULTHOOD: THE CASE OF MALAYSIA: Appalachian State Univ: (n.d.). Retrieved June 15, 2017, from http://eds.a.ebscohost.com/eds/detail/detail?vid=1&sid=f4668d0b-7a68-4f76-b5d6-079b64f2b885%40sessionmgr4006&hid=4110&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=5001872&db=a9h

4.3. Inductive Approach (Inductive Reasoning) - Research Methodology. (n.d.). Retrieved June 13, 2017, from http://research-methodology.net/research-methodology/research-approach/inductive-approach-2/

4.4. Merriam, S. B. (2002). Qualitative research in practice : examples for discussion and analysis. San Francisco : Jossey-Bass, c2002.

4.5. Merriam, S. B., & Mohamad, M. (2000). HOW CULTURAL VALUES SHAPE LEARNING IN OLDER ADULTHOOD: THE CASE OF MALAYSIA. Adult Education Quarterly, 51(1), 45.

4.6. Mindmeister Template: https://www.mindmeister.com/4570400/what-is-qualitative-research

4.7. Spirituality and emancipatory adult education in women adult educators for ...: Appalachian State Univ: (n.d.). Retrieved June 14, 2017, from http://eds.b.ebscohost.com/eds/detail/detail?vid=9&sid=1096b36a-8224-48ed-95e8-0659fe896b79%40sessionmgr103&hid=119&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=507712785&db=eue

4.8. Tisdell, E. J. (2000). Spirituality and emancipatory adult education in women adult educators for social change. Adult Education Quarterly, 50(4), 308-335. doi:10.1177/074171360005000404

5. "Spirituality as Life Force, Interconnectedness, and Wholeness" (Courtesy eds.b.ebscohost.com)

5.1. objective

5.2. generalizability

5.3. fact

5.4. reality

6. Inductive Process

6.1. Cultural Values (Western & Eastern): What is it?

6.2. Cultural Values: Where did they come from (spiritual/philosophical)?

6.3. Cultural Values: How are the similar/different?

6.4. Spirituality & Emancipatory Education in Women Adult Educators: What is it?

6.5. Spirituality & Emancipatory Education in Women Adult Educators: Where did they come from (spiritual/philosophical)?

6.6. Spirituality & Emancipatory Education in Women Adult Educators:: How is it similar/different?

7. Understand the meaning (providing context, reflection)

7.1. CULTURAL VALUES, AGING, AND LEARNING

7.1.1. Interpretivism

7.1.2. Phenomenology

7.2. MALAYSIA AND MALAYSIAN VALUES

7.2.1. Learning Is Communal

7.2.2. Learning Is Spiritually and/or Philosophically Driven

7.2.3. Learning Is Nonformal and Experiential

7.3. Spirituality

7.3.1. Horizontalization

7.3.2. Phenomenology

7.4. Emancipatory Adult Education in Women Adult Educators

7.5. Social Change

7.5.1. Everyday Human Experiences

7.5.2. Typical experiences: Sociological or Psychological phenomena

7.5.3. Common transitions of contemporary interest

8. Researcher is the primary instrument: Understanding; Responsive and Adaptive

8.1. Validity

8.2. Reliability

8.3. Trustworthiness

8.3.1. Biases

8.3.2. Misunderstandings

9. Richly Descriptive

9.1. Sample Set

9.2. Interviews

9.3. Reflexivity

9.3.1. Re-Membering

9.3.2. Bracketing

9.3.3. Pivotal Experiences