Teaching Research Methods: Learning by Doing

Aguado, N. Alexander

doi:10.1080/15236803.2009.12001557

Cited by 45 publications

(38 citation statements)

References 2 publications

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“…A number of the articles we reviewed advocate the value of 'learning by doing' (Aguado, 2009;DeLyser, 2008) or 'experiential learning' in this regard (Galliers and Huang, 2012). Experiential learning has its theoretical antecedents in constructivist philosophies that emphasise 'the central role that experience plays in the learning process' (Kolb, 1984, p. 20).…”

Section: Learning By Doing Researchmentioning

confidence: 99%

Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?

Kilburn

Nind

Wiles

2014

British Journal of Educational Studies

124

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In light of calls to improve the capacity for social science research within UK higher education, this article explores the possibilities for an emerging pedagogy for research methods. A lack of pedagogical culture in this field has been identified by previous studies. In response, we examine pedagogical literature surrounding approaches for teaching and learning research methods that are evident in recent peer-reviewed literature. Deep reading of this literature (as opposed to systematic review) identifies different but generally complementary ways in which teachers of methods seek to elucidate aspects of the research process, provide hands-on experience and facilitate critical reflection. At a time when the advancement of research capacity is gaining prominence, both in the academy and in reference to the wider knowledge economy, this paper illustrates how teachers of methods are considering pedagogical questions and seeks to further stimulate debates in this area.

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Section: Learning By Doing Researchmentioning

confidence: 99%

Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?

Kilburn

Nind

Wiles

2014

British Journal of Educational Studies

124

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“…One of the main obstacles, apparently, is that the foundational beliefs of students regarding technology, teaching and learning can be counterproductive for ideas of educational initiatives (Weurlander et al, 2017). In some cases, there is a critical attitude of students to participance in interactive and research projects, which is more often characteristic of closed, passive students with a low level of self-organization and selfcontrol (Aguado, 2009).…”

Section: Discussionmentioning

confidence: 99%

Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

2018

Media Education (Mediaobrazovanie)

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Special attention of researchers from developed countries is paid to the inclusion of new media technologies of teaching in the traditional educational process. For the purpose of critical comprehension of prospects of use of interactive technologies in traditional educational environments, their advantages and shortcomings before traditional methods of training, the research was conducted by the authors. The main focus of the study was on the study of the possibilities and limitations of the use of interactive technologies for the formation of media competence of students. The materials of the author's research include case-studies that were offered to students to perform within the discipline "Research in the system of public administration" (34 students were trained). The results of the survey were supplemented and concretized with the data, obtained during the focus group discussion. In the course of the study, the authors found out that in contrast to traditional teaching methods that stimulate "learning for evaluation", interactive technologies activate the internal need of the student in "learning for self-development". The authors highlighted the following advantages of interactive methods: the development of skills for segmentation of media space and a critical approach to the selection of media texts for further analysis; the use of a multidimensional approach to the selection of information channels, the volume of information array and units of analysis of media texts. The study found out that the redundancy of information on the Internet and the dominance of traditional tasks forms the consumer of media information. In the absence of real practice of formation of media competence, the use of interactive teaching methods can be limited only to the selection of text by students.

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“…In the authors’ experiences of teaching research methods to dietetics students, students typically lack enthusiasm for this aspect of the course and do not consider conducting research a part of the dietitian's job description. While unfortunate, perhaps reassuringly, these attitudes are not unique to dietetics students . The question of whether instruction in the conducting of research changes attitudes towards, and the likelihood of engaging in, research is of interest to those educating dietetics students.…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards and experiences with research: Differences between dietetics students and professionals in Australia and the United States

Tan

Hemmelgarn

Baumgardner

et al. 2016

Nutrition & Dietetics

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Teaching Research Methods: Learning by Doing

Cited by 45 publications

References 2 publications

Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?

Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?

Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

Attitudes towards and experiences with research: Differences between dietetics students and professionals in Australia and the United States

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