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Research Methodology assignments 

Research Methodology assignments 

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This article discusses an investigation conducted to identify challenges associated with teaching research methods in a distance education context. Constructivist learning was used as conceptual framework, in particular socio-constructivist theories, activity theory and Rich environments for active learning (REALs). Two research modules in a master...

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The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory,...

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... After this, students were more ready to learn with higher basic knowledge of research methods in a face-to-face seminar. Effective research methods courses should take into account that there is active interaction between participants in an online environment (Dumitrica & Jarmula, 2022;Lim, Dannels, & Watkins, 2008;Schulze, 2009), avoid learner isolation and encourage personal and supportive spontaneous interactions between learner and lecturer (Lim, Dannels, & Watkins, 2008). Web-based learning should not be perceived as extra work (Dumitrica & Jarmula, 2022;Lim, Dannels, & Watkins, 2008) and disrupted by technical problems (Lie & Cano, 2001). ...
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Social science research methods are being increasingly taught in an online setting. The COVID-19 pandemic has been a major driver of this trend recently. Although there has been extensive research on online teaching and learning in general, very few studies focus on how this needs to be done specifically in social science research methods (SSRM). This literature review summarizes the most current research evidence on SSRM teaching in an online setting. Such information can facilitate setting up future online teaching and learning activities regarding social science research methods. In addition, the article discusses how this knowledge can be transferred to a practical SSRM online teaching and learning tool (a toolbox in the Navigating Social Worlds project).
... As this clearly did not happen, the research design seminar and Journal Clubs were subsequently run. Discussion of others" research studies in Journal Clubs could be considered an "authentic learning context' (Schulze, 2009), which can improve research methods training. ...
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Expectations of online masters students commencing their studies has been under-researched, as have the challenges of transition from undergraduates learning on-campus to postgraduate online students. The study described here investigates student expectations of this transition, development of resources for academic skills teaching, and student evaluation of interventions supporting them to join the academic community as masters. The methods were a series of action research cycles with a total of 38 students participating from 5 annual cohorts of Master of Research students, with the taught component entirely online. A student cohort (12 students) surveyed for initial course evaluation led to resources being developed for the course induction. Group interviews with the following cohorts evaluated new resource development after each course iteration, leading to further online seminars and skills resources development. In addition, further synchronous and non-synchronous activities with teacher presence were employed to improve student enculturation in the academic community. Recorded online interviews in virtual classrooms preceded transcription and thematic analysis, showing that student expectations of masters study and the skills required to join the academic community in all cohorts needed management. Students expected a continuation of undergraduate studies, ‘but harder’. Development of an optional online academic skills course, allied to student activities embedded in specialist content with increased teacher and social presence, was praised by the last student cohort interviewed. The online skills course is available to other online courses within this Graduate School. This model may be transferable to other institutions, particularly in light of increased online Covid-19 teaching.
... Lei (2008) attributed these negative emotions among students to research fatigue, research anxiety, and task difficulty, mentioning that students can be supported by activities aimed at diversifying their interests and increasing their self-efficacy. Schulze (2009), on the other hand, noted that it is possible to motivate students in a research methodology course by directing them towards teamwork, more authentic learning contexts, and more authentic measurement and evaluation activities. Therefore, research anxiety can sometimes be associated with different variables, and measures can be taken to prevent such anxiety. ...
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The purpose of this study was to investigate the change in the levels of self-efficacy for research and anxiety about research among prospective teachers participating in a course on research methodology in education. This study was structured with an exploratory sequential pattern, which is a mixed method. Seventy-four prospective teachers attending a major university in Turkey and taking the course on research methodology in education participated in the study. A single group pre-test/post-test experimental pattern was used in the first phase of the study. The data were analyzed using the two way ANOVA method. In the second phase of the study, the opinions of 12 prospective teachers were collected using a questionnaire consisting of open ended questions. The results of the study showed that the 14-week course on research methods in education given to the prospective teachers was effective in increasing their self-efficacy levels for research, but there was no change in research anxiety. The qualitative data showed that different factors were effective on the self-efficacy and anxiety of the prospective teachers. In this context, the effectiveness of the research methodology course given to the prospective teachers was investigated. In light of the results, the importance of academic guidance offered to prospective teachers was noted and a number of recommendations were presented for researchers.
... Schulze (2009) öğrenenlerin ödevler ile ilgili daha doğrudan ve kişisel geri bildirim almak istediklerini belirtmiştir.Pandey ve Parveez (2006), ödevlerin öğrenenin dersi anlamasına yardımcı olduğunu, öğrenenlerin öğrenme eksiklikleri hakkında öğreticilerden öneri almalarına ve kendilerini geliştirmenin yollarını öğrenmelerine olanak sağladığını ifade etmiştir.Ödevlerin sonuçları öğrenenler için değerlidir, onları dersteki konumları hakkında bilgilendirir. Buttner ve Black (2014)'de açık ve uzaktan öğrenmede ödevlere anında geri bildirim verilmesinin öğrenenlere doğru cevapları görmek için olanak tanıdığı ve onların var olan bilişsel yapılarına yeni bilgilerin eklemesine yardımcı olduğunu vurgulamaktadırlar. ...
... In addition to the activities aimed at older females, the Swiss Association of Women Engineers has initiated the "KIDSInfo‖ setup for children, focusing on young girls (KIDSInfo, 2010). Its latest activity has been the 2nd festival for children -Hérisson sous gazon‖, on June 19, 2010, at Charrat, Valais. Girls participating in the festival had an opportunity to experience "everyday electricity", such as building electrical circles, understanding how everyday tools work, and most importantly -breaking the male stereotype of dealing with machines and instruments and fixing them when necessary. ...
... They lack interest regarding the prospects of finishing research courses during their training (Westhuizen, 2013). Several research studies have found that students feel overwhelmed, nervous and anxious at the beginning of their research methodology courses (Papanastasiou & Zembylas 2008;Schulze 2009;Walker 2010). Viewing research courses with negative attitudes caused decreased attempts and time allocated to research methodology projects and courses (Lei, 2008;Papanastasiou, 2005). ...
... There has been a wide variety of works and perspectives on the issue of research selfefficacy (Burke, 2018;Dukic, 2017;Chesnut et al.;Gelso et al., 1996;Forester et al., 2004;Lambie & Nicole, 2011;Knight, 2012, Love et al., 2007Pasupathy, 2010;Vaccaro, 2009;West et al., 2007). Some studies demonstrated that graduate students feel overwhelmed, nervous and anxious at the beginning of their research methodology courses (Papanastasiou & Zembylas 2008;Schulze 2009;Walker 2010). Viewing research courses with negative attitudes caused decreased attempts and time allocated to research methodology projects and courses. ...
... They lack interest regarding the prospects of finishing research courses during their training (Westhuizen, 2013). Several research studies have found that students feel overwhelmed, nervous and anxious at the beginning of their research methodology courses (Papanastasiou & Zembylas 2008;Schulze 2009;Walker 2010). Viewing research courses with negative attitudes caused decreased attempts and time allocated to research methodology projects and courses (Lei, 2008;Papanastasiou, 2005). ...
... There has been a wide variety of works and perspectives on the issue of research selfefficacy (Burke, 2018;Dukic, 2017;Chesnut et al.;Gelso et al., 1996;Forester et al., 2004;Lambie & Nicole, 2011;Knight, 2012, Love et al., 2007Pasupathy, 2010;Vaccaro, 2009;West et al., 2007). Some studies demonstrated that graduate students feel overwhelmed, nervous and anxious at the beginning of their research methodology courses (Papanastasiou & Zembylas 2008;Schulze 2009;Walker 2010). Viewing research courses with negative attitudes caused decreased attempts and time allocated to research methodology projects and courses. ...
Thesis
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The trend of growing online learning enrollments leads to a significant change in American higher education. It has caused numerous universities to study how to offer their curriculum online to maintain attracting students. Several research studies show that distance learning environments could play a significant role in developing graduate students’ research self-efficacy beliefs. The aim of this study was to identify differences in the perception of distance learning environments, and achievement goal orientations, and to research the self-efficacy of graduate students that might exist between different demographic groups. Additionally, this study investigated the relationship between the distance learning environment, achievement goal orientations, and research self-efficacy for graduate students at a large university in southwest Texas. To fulfill those aims, a cross-sectional survey research design was used. An online survey, including several instruments and demographic questions, was used to collect data. Findings demonstrated that distance learning environments positively predicted graduate students’research self-efficacy. However, achievement goal orientations did not mediate the relationship between distance learning environments and research self-efficacy.
... Research methodology courses have been branded 'problematic' for many university students (Schulze, 2009). Researcher postulates that the best way to dissect this problem is by adopting student-based teaching approaches (Jo Ball and Pelco, 2006;Aguado, 2009). ...
... This could be by providing constructivist learning environment that allows the students to generate the knowledge themselves (Hein, 1991). Some of the shifts required in achieving student-centred approaches include (Seaman and Nunan, 1990;Alfassi, 2004): (1) shifting the balance of classroom power from teacher to student; (2) designing content as a means to building knowledge rather than a 'knowledge end' in itself; (3) positioning the lecturers as facilitator and contributor, rather than director and source of knowledge; (4) shifting responsibility for learning from teacher to learner; and (5) promoting learning through effective assessment. ...
... Jonassen and Rohrer-Murphy (Jonassen and Rohrer-Murphy, 1999) (cited in (Schulze, 2009)) provides the following five interdependent components of an effective constructivist learning environment: problem-project space, related cases, information resources, cognitive tools, and conversation and collaboration tools. Research methodology is a very practical subject; for practical domains such as IT, practitioner-oriented method would aid in taking the students through the entire research process. ...
Conference Paper
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Apart from the fact that most university students' empirical research foundations are generally weak, the high levels of unpreparedness (for university education) of students joining South Africa's Universities of technology makes teaching of research methodology challenging. Research methodology is one of the modules offered in the 4th year of the Information Technology course in all these universities. Despite elaborate efforts in teaching this course, quantitative and qualitative data indicate that dismal research skills are being impacted onto the students. The problem is twofold: first, information technology is different from other domains and therefore the traditional research methods alone are not adequate; two, despite the obvious need for constructivist approaches to teaching this subject, traditional lecture-based methods are still being practiced. Using eleven-year data from the Central University of Technology, Free State (CUT), results indicating positive effect of applying constructivism (within continuous assessment approaches) on students' ability to carry out research is presented in this paper. The results are packaged in form of an empirical and practice-supported generic guideline for teaching research methodology to students enrolled for an Information Technology (IT) qualification at institutions of higher learning.
... However, their findings fail to discover positive effects of the course on critical thinking skills. In a distance education institution, Schulze (2009) finds that teaching research through blended learning, providing appropriate models, giving student-teachers chances for practice, group discussions, team work, positive reinforcement and helping them understand that all research has flaws and limitations result in more positive attitudes towards research. Sever, Öncül and Ersoy (2019) find that flipped learning among preservice teachers result in negative attitudes towards research and suggest more feedback, smaller classes and detailed instructions along with a reduced amount of theoretical knowledge for research methods courses. ...
... The decline was actually unexpected since the teaching methodology in the study consisted of all the components suggested by Lombard and Kloppers (2015) and Schulze (2009), which were blended learning, modelling, chance for practice, discussion, pair/team work and reinforcement. Moreover, the fifth week of the course included action research, which was expected to contribute to positive attitudes as suggested by Smith and Sela (2005). ...
Article
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Research skills are considered to be an integral part of teacher education. However, how to teach research and how teaching practices influence attitudes towards research are underresearched areas within the field of teacher education. Therefore, this study aimed to evaluate the effects of a compulsory research methods course given in the second year of an English Language Teaching (ELT) department at a public university in Turkey. An embedded mixed methods design was used to find out how the course influenced research attitudes and how it was perceived by 46 2nd year undergraduate students of ELT. A psychometric scale was used to measure attitudes towards research before and after the course. An open-ended questionnaire was also utilized for the evaluation of the course by the participants. The results indicated a decreasing trend in the attitudes towards research. The findings imply that increasing the course hours and decreasing the number of take-home tasks are needed for more positive attitudes towards research among the participants.
... However, most undergraduate students perceived these courses as unattractive, boring, and professionally irrelevant. Therefore, many professors consider them as particularly challenging [2,3,7,18] and constantly look for innovative pedagogical alternatives adapted to the students' expectations. This paper focuses on a pedagogical innovation project developed to face this problem in the course "Research Seminar 1" in the management program at the Pontifical Catholic University of Peru. ...