Introducing a Significant Statistics Component into a Library Science Research Methods Course

1978 ◽  
Vol 18 (3) ◽  
pp. 175 ◽  
Author(s):  
Lloyd J. Houser ◽  
Gerald J. Lazorick
Keyword(s):  
Research Methods ◽  
Science Research ◽  
Library Science ◽  
Methods Course

scholarly journals The bibliometrical analysis of document flow within the topic “Research methods” (based on VINITI RAS Abstracts Journal “Informatics”)

2020 ◽  
pp. 99-114
Author(s):  
G. I. Sbitneva ◽  
O. V. Dvorovenko
Keyword(s):  
Research Methods ◽  
Science Research ◽  
Library Science ◽  
Methods Development ◽  
Subject Headings ◽  
Stable Part ◽  
Document Flow ◽  
Stable Vectors ◽  
Viniti Ras ◽  
New Research

Today the scientific research has become of increased significance for the library activities. This calls for implementing new research methods. The Abstracts Journal “Informatics” was analyzed for the publications on “Research methods” for the 10-year period; the findings are discussed, i.e. the rise of interest methods in the library and information community toward applying research, positive dynamics of the document flow with the 10-year doubling period. Over 100 research methods are identified. Thematically, the stable part of the document flows make approximately one-fifth of the total volume. Twenty three methods are used most frequently. The subject headings for these methods demonstrate stability which means permanent interest toward these methods and stable vectors of research methods development. Metric methods are dominating, including those being used in the digital environment. The increase of subject headings efficiency evidences on their increasing relevancy. Mobile document flows characterize the newest research methods. These are the methods being borrowed from other fields and used occasionally in the library and information studies. “The research methods” topic appears to be a trending and a developing one. The core methods are defined. Nevertheless, the major part of the document flow remains decentralized and comprises many new vectors that, while being quite relevant, have not found their niche in the library science research.

scholarly journals Activating the Research Methods Curriculum: A Blended Flipped Classroom

2019 ◽  
Vol 52 (4) ◽  
pp. 749-753 ◽  
Author(s):  
Natascha van der Zwan ◽  
Alexandre Afonso
Keyword(s):  
Student Performance ◽  
Research Methods ◽  
Flipped Classroom ◽  
Social Science Research ◽  
Science Research ◽  
Basic Knowledge ◽  
Methods Course ◽  
Face To Face ◽  
Set Up ◽  
Mini Games

ABSTRACTThe blended flipped classroom is a partially online, partially offline course to teach social science research methods. Online, students watch video lectures, do readings, and complete short exercises to acquire basic knowledge of research methodologies and academic skills. Being set up modularly, the online environment offers flexibility regarding not only when to study but also what to study: students choose the methods they find useful for their thesis project. They then apply these methods and skills in a series of face-to-face workshops, which incorporate several forms of active learning, such as small-group work, mini-games, and in-class writing. Although more demanding than a traditional lecture course, the blended flipped classroom has had a positive effect on student performance in the research methods course as well as in subsequent thesis projects.

scholarly journals Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Jody Langdon ◽  
Diana Sturges ◽  
Robert Schlote
Keyword(s):  
Research Methods ◽  
Flipped Classroom ◽  
Academic Motivation ◽  
Undergraduate Research ◽  
Science Research ◽  
Need Satisfaction ◽  
Methods Course ◽  
Exercise Science ◽  
Classroom Effects ◽  
Course Experience

The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students’ course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work.

Research is a Verb: Exploring a New Information Literacy-Embedded Undergraduate Research Methods Course

2013 ◽  
Author(s):  
Sarah Polkinghorne ◽  
Shauna Wilton
Keyword(s):  
Research Methods ◽  
Information Literacy ◽  
Course Design ◽  
Undergraduate Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Library Science ◽  
Methods Course ◽  
Research Writing ◽  
Course Effectiveness

This presentation introduces a potential solution to widespread and longstanding concerns about undergraduates’ research, writing, and critical thinking skills: a new activity-based, discipline-specific research methods course. The presenters explore course design, course-embedded information literacy learning, course effectiveness evaluation, faculty-librarian collaboration, and the role of reflection in teaching and learning.Cette communication présente une solution potentielle aux préoccupations répandues et de longue date concernant les habiletés de recherche, de rédaction et d'analyse critique des étudiants universitaire de premier cycle : un nouveau cours de méthodologie de recherche basé sur des activités et adaptée à la discipline. La présentation portera sur la conception de cours, des activités pédagogiques favorisant la maîtrise de l'information, l'évaluation de l'efficacité du cours, la collaboration entre professeurs et bibliothécaires et le rôle de la réflexion dans l'enseignement et l'apprentissage.***Full paper in the Canadian Journal of Information and Library Science***

For the Undergraduate Research Methods Course

1987 ◽  
Vol 32 (2) ◽  
pp. 170-170
Author(s):  
William J. Froming
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course
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