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duality of perspective

In conducting my observational studies of learning I felt that objective observation alone provided insufficient sensory and experiential data to truly understand what was happening in the learning process. For this reason I revised my approach and adopted a duality of perspective. Rather than simply observe students involved in the learning process I subjected myself to the very same process, thereby experiencing a richer influx of data, simultaneously interpreting the events that unfolded before me with the perspectives of both a bystander and a participant.
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