Teaching Research Methods: - PowerPoint PPT Presentation

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Teaching Research Methods:

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a high-quality portal providing training in online research methods; ... in its content, the use of examples and references, and the all-round navigation ... – PowerPoint PPT presentation

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Title: Teaching Research Methods:


1
  • Teaching Research Methods
  • the role of online training resources

Jane Wellens Educational Developer
Tristram Hooley Postgraduate Training Coordinator
2
Structure of Talk
Exploring Online Methods
Starting Your PhD
Models of online training
TRIORM
3
Exploring Online Research Methods
  • Website Launched April 2006 and includes
  • a high-quality portal providing training in
    online research methods
  • a self-supporting online resource to enhance
    understanding of theoretical and practical
    aspects of online research methods including
    online questionnaires and virtual synchronous and
    asynchronous interviews
  • a wide range of good practice case studies
  • discussion of the ethical issues of online
    research
  • important links and
  • comprehensive technical guidance.

4
Target Audiences
Students UG PG Distance Campus based etc
5
Site link
6
Pedagogical Approaches
  • Constructivism/Experiential learning
  • Online resource-based learning
  • Learning by doing
  • Learners have freedom to choose how they use the
    resources
  • Pace
  • Location
  • Prior experience/entry level
  • Support and feedback provided
  • Learning outcomes help learners identify what
    they are trying to achieve

7
Types of learning activities
  • Structured/guided reading
  • Hands on examples
  • Demonstrations
  • Self-review tests
  • Case studies

8
How the site can be used - Teachers
  • Reference source
  • Supplementary resource
  • Integration into teaching
  • Modular structure addressing different aspects of
    ORM
  • Clear learning outcomes/learning objects
  • Adaptable for different delivery modes (e.g. face
    to face or distance)

9
How the site can be used - Learners
  • Structured self-directed learning
  • Dip in identifying specific learning
    requirements
  • Blended learning
  • Campus based course
  • Part of distance learning provision
  • Modular structure

10
Feedback 1
  • This will be an invaluable resource. It is clear,
    its comprehensive, and it makes sensible
    evaluations of prevailing opinion and practice -
    Christine Hine, University of Surrey
  • The site offers a kind of one-stop shop for the
    relative newcomer to online research and the
    pitch of the modules seems appropriate - Martyn
    Denscombe, De Montfort University
  • This is self-study online training of the very
    best kind practical and hands-on theoretically
    sound technically exacting supportive and
    inspirational. I wish this facility had been
    available when I started my own online research
    career - Chris Mann, Oxford Internet Institute
  • Lots of nice aspects, well laid out and easy to
    navigate. I would recommend it to students and
    colleagues as an initial portal into learning
    more about online research methods, and as a
    resource for access to further more specialist,
    detailed sources - Claire Hewson, University of
    Bolton
  • The layout and design of the website, the level
    of detail in its content, the use of examples and
    references, and the all-round navigation of the
    modules makes this a valuable resource that will,
    I am sure, be of use to many social scientists -
    Chris Taylor, Cardiff University

11
Feedback 2
  • This is an excellent web resource. Overall, the
    site is well thought out and covers most of the
    key issues which one would expect to see with
    regard to any method. Thus, it provides a
    comprehensive learning tool for researchers and
    will I am sure be widely used in the future -
    Parvati Raghuram, Open University
  • My general impressions of the site are very good.
    The layout is straight forward, navigation around
    the site was simple, and I found the whole thing
    easy to use. The content is very thorough indeed
    - Colin Hyde, East Midlands Oral History Archive
  • I think the Technical Guide is absolutely
    excellent. It is clear, well written and easy to
    navigate. The content is comprehensive, clear and
    well researched. I have already found it very
    useful myself and would have no hesitation in
    recommending it to anyone who is thinking of
    developing an online survey. - Christine Gratton,
    University of Nottingham
  • Yael Levanon, who attended last years Summer
    Doctoral Programme of the Oxford Internet
    Institute with me in Beijing, passed on an
    interesting virtual training environment hosted
    by the University of Leicester called Exploring
    Online Research Methods. It features several
    modules, e.g. online questionnaires, ethics, and
    offers a well sorted area of helpful resources on
    the web dealing with the question of how to run
    online surveys. Thanks Yael, thanks folks at Uni
    of Leicester! Marcus German PhD students Blog

12
Starting Your PhD
  • Online programme to help new PhD students
  • Investigate the range of support services
    available to them
  • Discuss the different ways in which PhDs are seen
  • Formulate a training plan
  • Articulate their research to a non-specialist
    audience and
  • Experience working in a VLE for groupwork and
    professional development activities

13
Starting Your PhD
14
Approach based on Salmon (2000)
  • Online lectures and films supported by group
    discussion boards

5
Training Needs Analysis
Development
Knowledge construction
4
What skills do you need for a PhD?
Information exchange
3
Who can help? What is a PhD?
Online socialization
2
Where do you work? Who are you and what do you do?
Access motivation
1
Trial posting
15
Starting Your PhD - Engagement
  • 29 students enrolled
  • 20 accessed the course
  • 3608 total hits on site (tutor 31)
  • Mean 130 hits
  • Range from 14 to 453
  • 19 contributed to the discussions
  • 286 postings to discussion board (23 tutor)
  • Mean 11 postings
  • Range from 1 to 46

16
Feedback
  • Quite enjoyed it. I have never used an
    e-learning environment before and this was a good
    introduction to it.
  • It was a little more time consuming than
    initially advertised and it was very frustrating
    that so many people dropped out midway through.
  • The fact that it directed me to a huge variety of
    resources and we also obtained feedback about
    each of the section. We were encouraged to
    participate in discussions, it was only a shame
    that so many people registered interest then
    dropped out.
  • I think there needs to be more of an incentive to
    get people interested and also it was difficult
    trying to do group work when so few people were
    about to work with. I am not sure how this could
    be remedied though as it was promoted as a
    flexible course! The only way I can think is to
    have specific times when people are online and
    there is a mediator online as well to facilitate
    the process as group working via email is not
    something I personally have much experience of.
  • Maybe the course could be run longer ? I felt the
    assignments were to close together and when I was
    off with virus for a week I think I missed two.

17
Exploring ORM/Starting Your PhDCommon Issues
  • Participation voluntary
  • Dip-in, dip-out usage
  • Completion of activities
  • Tutor involvement
  • Flexibility

18
Future Developments
Exploring Online Methods
Starting Your PhD
Models of online training
TRIORM
19
Future Developments - TRIORM
  • Teaching Researchers in Online Research Methods
  • Online Training Module in Online Research Methods
  • A ten week, 15 credit, M-level online programme
  • Delivered using the Blackboard Virtual Learning
    Environment.
  • Target Audience
  • Social science, medical and educational
    researchers wanting to further develop their
    skills in online research methods including
  • Established researchers
  • Junior researchers
  • Research assistants
  • Postgraduate students
  • University administrators

20
Learning Outcomes
  • By the end of the module participants will be
    able to
  • Critically evaluate the use of online research
    methods to address their own and their peers
    research questions
  • Design and pilot an online questionnaire or
    online interview to address their own research
    questions using appropriate software/hardware
  • Evaluate their online research design in the
    light of feedback from the pilot
  • Identify the key issues in successful
    implementation of online research methods from
    the perspective of researcher and respondent and
  • Reflect on their experience as an online
    researcher and identify further opportunities for
    development.

21
ReflectionsTeaching using online training
resources
  • Nature of the subject matter
  • High quality resources required
  • Tutor input high
  • Resources may not be used as expected
  • Expectations of engagement
  • Reward for participation
  • Community of practice
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