2008 APSA Teaching and Learning Track Summaries—Track Four: Teaching Research Methods

2008 ◽  
Vol 41 (03) ◽  
pp. 616-617 ◽  
Author(s):  
Michelle Dion ◽  
Leland M. Coxe ◽  
Margaret Carne
Keyword(s):  
Graduate Students ◽  
Research Methods ◽  
Research Universities ◽  
Teaching And Learning ◽  
Course Design ◽  
Diverse Group ◽  
Public And Private ◽  
Teaching Research ◽  
Pedagogical Innovations ◽  
Large Research

A diverse group of 25 faculty and graduate students participated in the 2008 Teaching Research Methods (TRM) track. Participants represented a range of institutions—public and private, urban and rural, domestic and international, large research universities and teaching colleges. Presentations provided evidence of the heterogeneity in methods instruction and of pedagogical innovations in course design and delivery. The discussion in this year's meeting echoed and built upon prior meetings, reflecting the workshop format and participation of several track members in successive TLC meetings. The recommendations formulated by the track will be discussed following a brief summary of the presentations and discussion.

scholarly journals On Academics: Teaching Research Methods to Graduate Students in Public Health

2008 ◽  
Vol 123 (2) ◽  
pp. 248-254 ◽  
Author(s):  
Melbourne F. Hovell ◽  
Marc A. Adams ◽  
George Semb
Keyword(s):  
Public Health ◽  
Graduate Students ◽  
Research Methods ◽  
Teaching Research

Informatics Education Enhanced by Problem-Based Learning Model via E-Learning

2018 ◽  
pp. 393-417 ◽  
Author(s):  
Camilius A. Sanga ◽  
Daniel Wilson Ndyetabula ◽  
Sotco Claudius Komba ◽  
Safari Mafu
Keyword(s):  
Information Management ◽  
Research Methods ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
External Support ◽  
Technology Infrastructure ◽  
Teaching Research ◽  
E Learning

This book chapter presents an assessment of the implementation of a blended approach (Problem Based Learning and E-learning) in teaching Research Methods for Computing and Information Management course to Informatics students at Sokoine University of Agriculture, in Tanzania. The respondents comprised of 55 students and 10 instructors from the Department of Informatics. The students were taught Research Methods for Computing and Information Management course for 16 weeks using Problem Based Learning and E-learning principles. The results revealed that the use of Problem Based Learning enabled students to develop problem solving and critical thinking skills. Also, it was revealed that, in spite of the benefits of Problem Based Learning and E-learning in improving student-student and student-teacher interactions, the implementation of Problem Based Learning and E-learning in teaching Research Methods for Computing and Information Management course faced a number of contextual and infrastructural challenges such as lack of adequate Information and Communication Technology infrastructure, lack of external support, low Internet bandwidth, inadequate number of computers, lack of knowledge on E-learning and Problem Based Learning by facilitators, and lack of a unified policy for blending approach for teaching and learning different courses in most Higher Learning Institutions of developing countries. This book chapter recommends the adoption of flipped classroom instructional strategy in which Problem Based Learning and E-learning are used to promote student participation during the process of teaching and learning.

Learning and teaching research methods in management education

2016 ◽  
Vol 30 (1) ◽  
pp. 43-62 ◽  
Author(s):  
Sabine Hoidn ◽  
Sibylle Olbert-Bock
Keyword(s):  
Research Methods ◽  
Knowledge Production ◽  
Course Design ◽  
Management Education ◽  
Business Administration ◽  
Competence Development ◽  
Holistic View ◽  
Content Type ◽  
Learning And Teaching ◽  
Teaching Research

Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach – To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view. Findings – The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap. Originality/value – This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.

2008 APSA Teaching and Learning Track Summaries—Track Two: Graduate Education and Professional Development

2008 ◽  
Vol 41 (03) ◽  
pp. 614-615
Author(s):  
W. T. Casey ◽  
Sharon Jones ◽  
Elizabeth Lowham ◽  
Cameron G. Thies
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Graduate Education ◽  
Political Science ◽  
Teaching And Learning ◽  
Systemic Change ◽  
Holistic Approach ◽  
Trial And Error ◽  
Traditional Research ◽  
Teaching Research

How well do we prepare our graduate students for the diverse careers they pursue in teaching, research, and outside of academia? This is the second time Graduate Education has been a track in the TLC, and this year we have also incorporated topics related to professional development. Despite the diversity of our presentations, we arrived at a unifying theme for our track: we must prepare graduate students for the multiple arenas they will enter into after graduation. We discussed at length how most of our graduate students seek something other than the traditional, research-oriented model of graduate education that we experienced. They seek a graduate experience that is civically engaged, prepares them for teaching in addition to research, and is perhaps more connected to disciplines outside of political science. Either we provide graduate students a framework of knowledge consistent with these demands or they will be left to develop these skills through trial and error alone. In support of this goal, we urge systemic change to our professional institutions that will value and reward a more holistic approach to graduate education and professional development. Elements of such change can be found in the variety of presentations contained in our track.

scholarly journals Shifting Priorities: Reflections on Teaching Qualitative Research Methods

2014 ◽  
Author(s):  
Keonya Booker
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Research Methods ◽  
Educational Psychology ◽  
Qualitative Methodology ◽  
Research University ◽  
Graduate Training ◽  
Qualitative Research Methods ◽  
School Teachers ◽  
Large Research

The purpose of this paper is to describe pedagogical approaches to qualitative methodology by an instructor of educational psychology at a large research university. The essay begins with an overview of how my graduate training influenced my orientation to empirical study. Next, I will focus on the obstacles encountered when instructing graduate students who are currently practicing school teachers, counselors, and administrators. Specifically, I will detail how I approach teaching qualitative research methods, ways I deal with resistance from students, and methods for introducing apprehensive learners to the ways of interpretist design. Finally, I conclude with a discussion of how I use my classroom as a rich training ground for future qualitative researchers.

scholarly journals Electronic Journal Usage at Ohio State University

2001 ◽  
Vol 62 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Sally A. Rogers
Keyword(s):  
Graduate Students ◽  
Research University ◽  
Statistical Correlation ◽  
Ohio State University ◽  
Electronic Journal ◽  
State University ◽  
Frequent Users ◽  
Advantages And Disadvantages ◽  
Frequency Of Use ◽  
Large Research

E-journal, printed journal, and database usage data from campus polls conducted annually, 1998–2000, at one large research university show increased use of e-journals and decreased use of printed journals by faculty and graduate students as the number of available e-journals increased from two hundred to more than three thousand. Little or no statistical correlation between age and frequency of use was found. The majority of frequent users of all three types of resources were from departments in the sciences. Transcripts from the 1998 poll provided insights into attitudes toward replacing printed journals with e-journals. The advantages and disadvantages mentioned were consistent with previous studies.

scholarly journals Editorial

2021 ◽  
Vol 57 (3) ◽  
Author(s):  
Sulina Green
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Course Design ◽  
Work Practice ◽  
Social Work Practice ◽  
E Learning ◽  
Curriculum Renewal ◽  
Work Education

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

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