A synthesis of the literature on research methods education

Earley, Mark A.

doi:10.1080/13562517.2013.860105

Cited by 225 publications

(231 citation statements)

References 56 publications

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“…Methods learning may be more procedural than methodology learning, the former focusing on skills development and the latter on understanding of epistemology and ontology, but inevitably these are messily intertwined in the classroom if we want to develop post/graduates and professionals who are research literate and researchers who are properly competent. For teachers, challenges are exacerbated by the lack of pedagogic culture and curriculum (Earley 2014). The challenge of the perceived fear among learners of methods, especially in statistics (Ralston et al 2016), has led to a deficit discourse in which learners are positioned as ill-prepared and fearful, then blamed for being hard to teach (Williams et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Hard to teach: inclusive pedagogy in social science research methods education

Nind

Lewthwaite

2017

International Journal of Inclusive Education

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Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors' research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher's context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

Hard to teach: inclusive pedagogy in social science research methods education

Nind

Lewthwaite

2017

International Journal of Inclusive Education

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“…Entre éstas, Wagner et al (2008) argumentan que, aunque existen numerosos manuales y recursos para la investigación en distintas disciplinas de las ciencias sociales, en realidad es muy limitada la literatura que ofrece apoyo y referencias para la pedagogía propiamente dicha. Mucha de esta literatura, además, consistiría en experiencias y estrategias docentes que el profesorado emprende muchas veces por iniciativa individual, conocemos aún poco sobre la eficacia de estas estrategias en el aprendizaje del estudiante y sobre cómo los estudiantes realmente aprenden (EARLEY, 2014). Kilburn et al (2014a) subrayan que la creciente publicación de las iniciativas y estrategias individuales del profesorado no sustituye de manera alguna a la evidencia empíri-ca, todavía prácticamente inexistente, aunque tiene el mérito de estimular el debate sobre la enseñanza de la metodología.…”

Section: Introduciónunclassified

Enseñanza de la metodología de la investigación en ciencias sociales: el punto de vista del alumno de máster

2017

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Recebido el 6/11/2015, re-presentado el 21/10/2016 y aceptado para su publicación el 23/1/2017 ResumenPretendemos conocer la experiencia del alumnado del Máster en Gestión de la Documentación, Bibliotecas y Archivos de la Universidad Complutense de Madrid en el aprendizaje de la metodología de la investigación. Las áreas exploradas incluyen la percepción del trabajo colaborativo, el papel de las emociones, las implicaciones de las competencias investigativas a nivel profesional, y finalmente el rol del tutor del Trabajo de Fin de Máster. Se realiza una encuesta en la que han participado 26 alumnos de máster inscritos en los cursos 2014-2015 y 2013-2014, tanto en la modalidad virtual como presencial. Los resultados apuntan a la necesidad de equilibrar el trabajo colaborativo con el seguimiento individual del alumno. Ponen de relieve asimismo que un entramado importante de emociones es consustancial a la experiencia de aprendizaje y que la mayoría de éstas son positivas. Es más difícil apreciar las implicaciones de las competencias investigativas para la esfera profesional debido al desconocimiento de los contextos profesionales concretos de los alumnos. Las actividades que los alumnos consideran como más creativas para la investigación suponen la discusión del trabajo propio (tutorías con el tutor) o del trabajo de otros estudiantes (asistencia a defensas de Trabajo de Fin de Máster). Finalmente, la figura del tutor se destaca en cuanto a su importancia en el aprendizaje de la metodología, siendo especialmente relevante su área de investigación.Palabras clave: Emociones. Enseñanza superior. Metodología de la investigación. Tutor. Abstract The aim of this paper is to understand students' experience of research methodology teaching, through a survey with students enrolled in the Master' s Degree Program in Information Management, Libraries and Archives at the Complutense University of Madrid. The analyzed themes included the students' perception of collaborative work, influence of emotions, implications of research competenciesat the professional level, and the role of supervisors. Twenty-six master' s students, both online and on-site, were surveyed among those enrolled in the academic years -2015 and 2013

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“…The global sample was drawn from research-intensive universities to gather a wide variety of views, with many of the participants employed at universities in Canada (39), Australia (20), UK (18), New Zealand (16), USA (15), and India (15) (see Figure 1). Respondents identified as academics involved in the teaching of research methods courses to a broader range of students, in different disciplines (Word Cloud in Figure 2).…”

Section: Participantsmentioning

confidence: 99%

“…The analysis also revealed limited students' input into the complexity of learning research methods courses. Earley (2014) [15] stated that "evidence of students' engagement with research methods courses are largely drawn from teachers' insights and that these teachers are likely to rely on a network of peers and much trial-and-error' when considering developing their pedagogical approach in research methods courses". Nind and Wiles (2014) [3] analysed the literature with the goal of understanding how teachers of research methods courses facilitate students' learning; and identified various forms of pedagogical approaches including active, experiential, and reflexive ways of learning.…”

Section: Introduction and Related Workmentioning

confidence: 99%

Reimaging Research Methodology as Data Science

Daniel

2018

BDCC

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Abstract:The growing volume of data generated by machines, humans, software applications, sensors and networks, together with the associated complexity of the research environment, requires immediate pedagogical innovations in academic programs on research methodology. This article draws insights from a large-scale research project examining current conceptions and practices of academics (n = 144) involved in the teaching of research methods in research-intensive universities in 17 countries. The data was obtained through an online questionnaire. The main findings reveal that a large number of academics involved in the teaching of research methods courses tend to teach the same classes for many years, in the same way, despite the changing nature of data, and complexity of the environment in which research is conducted. Furthermore, those involved in the teaching of research methods courses are predominantly volunteer academics, who tend to view the subject only as an "add-on" to their other teaching duties. It was also noted that universities mainly approach the teaching of research methods courses as a "service" to students and departments, not part of the core curriculum. To deal with the growing changes in data structures, and technology driven research environment, the study recommends institutions to reimage research methodology programs to enable students to develop appropriate competences to deal with the challenges of working with complex and large amounts of data and associated analytics.

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A synthesis of the literature on research methods education

Cited by 225 publications

References 56 publications

Hard to teach: inclusive pedagogy in social science research methods education

Hard to teach: inclusive pedagogy in social science research methods education

Enseñanza de la metodología de la investigación en ciencias sociales: el punto de vista del alumno de máster

Reimaging Research Methodology as Data Science

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