Three Strategies for Teaching Research Methods

Abstract

The authors provide a brief case study of a three-strategy approach for teaching undergraduate research methods that (1) incorporates active learning assignments and discussion-based learning, (2) integrates a cross-discipline and cross-method faculty guest discussion facilitators series, and (3) focuses on the challenges and rewards of conducting research. The authors propose that opportunities for faculty teaching and research collaborations may result from the implementation of these strategies in the context of dwindling institutional resources and increasing professional demands. Finally, the authors consider how involving students in active learning projects focusing on research, and encouraging more open and honest dialogue about the challenges, struggles, and failures faculty members experience when conducting their own research, generates a reciprocal learning environment that is enriching for both students and faculty members.

Role of Guest Lecturer in Research Proposal Writing: Students’ Perception

“…Independent learners are 'encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytic skills, in order that they gain a better understanding of the new knowledge and retain the information for a longer time' (Moon, 2004, p.123). Described as a module usually taught in a traditional way, using the instructivist approach, often regarded to as boring or disengaging (Leston-Bandeira, 2013) English Research Methods (ERM) could equally be a platform for active autonomous learning if the tutor is ready to a meaningful change to the strategies an approaches used in the classroom (Healey, 2014;Manning, et al 2006;Pfeffer & Rogalin, 2012;Sizemore & Lewandowsky, 2009). This arises from the of constructivist approach to learning suggested by Lev Vygotsky (1962).…”

“…It happens mostly due to the nature of the course and mode of its delivery. Those who teach the module could feel frustrated about its perception by the students as unfavourable (Pfeffer & Rogalin, 2012). Many tried different ways of making it more attractive.…”

2. Introducing research rigour in the social sciences: Transcultural strategies for teaching ERPP writing, research design, and resistance to epistemic erasure

“…Thus, with diverse social and institutional pressures like these, teachers easily find themselves struggling to define their own roles. This may especially be the case for ERP courses in which students need to be instructed in unfamiliar research techniques, while simultaneously being guided in the process of designing and implementing an original research project for assessment (as advocated by Pfeffer & Rogalin, 2012).…”

A Study of Student Anxiety towards Research in Two Undergraduate Programmes in a Ghanaian University

“…[245][246] What this and other studies confirm is the multi-dimensional nature of the anxiety towards research among students at all levels and across disciplines. Van Pfeffer & Rogalin, 2012). In a case study, Pfeffer and Rogalin (2012), suggest a 3-strategy methodological research approach that involve the incorporation of active learning assignments, incorporation of cross-method and cross-discipline guest discussion facilitators and focus on research methods in the "real world", in research methods teaching.…”