Ethical and Practical Similarities Between Pedagogical and Clinical Research

Robson, Rachel L.; Huckfeldt, Vaughn

doi:10.1128/jmbe.v13i1.360

Cited by 3 publications

(1 citation statement)

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“…For one thing, many researchers are transitioning from studying populations with more tightly controlled conditions (e.g., mice, flies, bacteria) to human subjects, who bring a plethora of extraneous variables into the equation as well as serious ethical considerations and constraints. Educational research has been compared with clinical research, as it faces many of the same challenges ( 6 ). Another challenge for discipline-specific researchers is learning the relevant learning theories to support your research.…”

Section: What Are Dber and Sotl?mentioning

confidence: 99%

Using Backward Design in Education Research: A Research Methods Essay

Jensen

Bailey

Kummer

et al. 2017

J Microbiol Biol Educ.

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Education research within the STEM disciplines applies a scholarly approach to teaching and learning, with the intent of better understanding how people learn and of improving pedagogy at the undergraduate level. Most of the professionals practicing in this field have ‘crossed over’ from other disciplinary fields and thus have faced challenges in becoming experts in a new discipline. In this article, we offer a novel framework for approaching education research design called Backward Design in Education Research. It is patterned on backward curricular design and provides a three-step, systematic approach to designing education projects: 1) Define a research question that leads to a testable causal hypothesis based on a theoretical rationale; 2) Choose or design the assessment instruments to test the research hypothesis; and 3) Develop an experimental protocol that will be effective in testing the research hypothesis. This approach provides a systematic method to develop and carry out evidence-based research design.

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Section: What Are Dber and Sotl?mentioning

confidence: 99%

Using Backward Design in Education Research: A Research Methods Essay

Jensen

Bailey

Kummer

et al. 2017

J Microbiol Biol Educ.

View full text Add to dashboard Cite

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Incidental language and culture learning through mobile technologies: a multi-case study

Prandi

Valva

Salomoni

et al. 2023

Multimed Tools Appl

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Incidental learning is a human learning paradigm that takes its form as a response to unplanned initiatives, potentially occurring at any time and at any place. It is emerging as very promising in the case of learning a second language, as it multiplies the occurrence of unexpected and unintentional learning situations. Still open, and subject of debate, is the issue of which is the right methodology to be applied when mobile computer-based technologies are exploited to provide support to such kind of a learning paradigm. Drawing on the results of an international Project (ILOCALAPP), in this paper we provide our reflections on a specific incidental learning methodology we have adopted, based on the use of a mobile application (the UniOn! App) that was developed at the University of Bologna to support mobility students in their daily activities. Our main goal was to understand if such an approach was effective to let individuals incidentally learn the Italian language and culture driven by our mobile application, while conducting informal and daily activities. Specifically, we aimed to measure how much students have learned Italian, by means of self-evaluation and self-assessment tools and statistical analysis, involving 95 students who incidentally improve their Italian language skills, supported by the app. In particular, we adopted a quasi-experimental design, and we focused our investigation on four different dimensions: target users, users’ language background, duration and frequency of use, context of use. The 95 participants were grouped into 5 case studies, based on the four different dimensions. After having used the app, the participants were asked to answer a survey. The obtained results confirm the viability of our approach, showing that incidental learning is enhanced if certain conditions (i.e., integrated guidance) are met, where more than 55% of the participants reported to be more confident about their acquired skills.

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