scholarly journals Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods

2021 ◽  
Author(s):  
Alan Jacobs ◽  
Diana Kapiszewski ◽  
Sebastian Karcher
Keyword(s):  
Graduate Students ◽  
Research Methods ◽  
Learning Strategies ◽  
Original Data ◽  
Data Sources ◽  
General Description ◽  
Digital Publication ◽  
Novel Approach ◽  
Active Learning Strategies ◽  
Approach To Teaching

In political science, qualitative analytic methods are rarely taught using “active learning” strategies. We discuss a novel approach to teaching such methods: having students engage with scholarship that has been annotated using Annotation for Transparent Inquiry (ATI). ATI allows authors to annotate passages in a digital publication to clarify methodology, add detail about evidence or analysis, or link to data sources. Learning methods through engagement with annotated articles allows students to interact with original data and to better understand and evaluate how authors collected, analyzed, and used those data. This leads students to learn research methods in a way that more closely approximates how they will use those methods in their own research. We present a general description of strategies for teaching with ATI. We illustrate the approach using three examples of instructors teaching both undergraduate and graduate students. We conclude with recommendations for effectively using ATI in the classroom.

scholarly journals Writing Abstracts for MLIS Research Proposals Using Worked Examples: An Innovative Approach to Teaching the Elements of Research Design

2014 ◽  
Vol 75 (6) ◽  
pp. 822-841 ◽  
Author(s):  
Anita L. Ondrusek ◽  
Harold E. Thiele ◽  
Changwoo Yang
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Research Methods ◽  
Research Design ◽  
Analysis Of Variance ◽  
Worked Examples ◽  
Research Proposal ◽  
Innovative Approach ◽  
Approach To Teaching

The authors examined abstracts written by graduate students for their research proposals as a requirement for a course in research methods in a distance learning MLIS program. The students learned under three instructional conditions that involved varying levels of access to worked examples created from abstracts representing research in the LIS field. A one-way analysis of variance (ANOVA) detected significantly higher scores in areas related to fluency in describing the research design and the required elements of a research proposal in the groups with more exposure to worked examples, while the rhetorical skills necessary to compose a succinct abstract and to relate a proposal to implications in the field were not affected.

scholarly journals Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

2016 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Lisa Ann Rapp-McCall ◽  
Victoria Anyikwa
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Methods Course ◽  
Personal Contact ◽  
Future Research ◽  
Active Learning Strategies

Research methods courses elicit more anxiety than usual for graduate social work students, and the online environment may pose an even greater challenge as the personal interaction between instructor and student is reduced or absent. It is therefore incumbent on research instructors to creatively engage students, reduce anxiety, and foster learning. There is a dearth of evidence, particularly regarding online education, explicating specific teaching strategies. This exploratory study sought to provide some answers. First-semester MSW students were invited to participate in a voluntary, anonymous, online survey at the end of a research methods course to determine which online teaching strategies were most effective in decreasing anxiety and increasing perception of knowledge. Strategies used in the class include asynchronous activities such as discussion questions, PowerPoint lectures, and email and telephone contact with instructors in addition to synchronous class sessions. Three tactics were rated by the 43 respondents as being most helpful for both decreasing anxiety and enhancing the perception of knowledge: personal contact with the instructor either via email, phone, and/or online meetings; the instructor’s synchronous class sessions; and active learning strategies employed during the synchronous class sessions. Implications for teaching and future research are discussed. 

scholarly journals Can all voices be heard? Active learning strategies enhance FSL oral production

2018 ◽  
Author(s):  
Sophia Bello
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Maternity Leave ◽  
Team Building ◽  
Reading Workshop ◽  
Oral Production ◽  
Assigned Reading ◽  
Active Learning Strategies ◽  
Approach To Teaching

One of the challenges we face when teaching a language course is how to promote and increase students’ active participation. The instructor does the majority of the talking, and in doing so, neglects to provide enough opportunity for a student’s voice to be heard. This paper considers active learning as the best approach to teaching a second language. The instructor is essentially a learner, not a teacher. In a weekly tutorial section of an advanced FSL course, a group of students must design, present, and deliver a student-run reading workshop. This includes an assigned reading on a specific theme and a PowerPoint presentation. Various activities are used to enhance oral production, three of which are discussed: an online-based activity using Kahoot!, a debate on maternity leave benefits, and team-building through story-telling. Despite a few setbacks, active learning motivates students to take charge and personally contribute to their language learning. 

Teaching Ancient Practical Ethics and Philosophy as a Way of Life

2020 ◽  
Vol 43 (4) ◽  
pp. 431-453
Author(s):  
Joel Owen ◽  
Keyword(s):  
Learning Strategies ◽  
Ancient Greece ◽  
Way Of Life ◽  
Practical Ethics ◽  
Wide Range ◽  
Active Learning Strategies ◽  
Approach To Teaching ◽  
Nuanced Understanding ◽  
The Impact ◽  
Practical Recommendations

In this article, I describe an approach to teaching ancient practical ethics that encourages learners to engage actively with the ideas under consideration. Students are encouraged to apply a range of practical exercises to their own lives and to reflect both independently and in collaboration with others on how the experience impacts their understanding of the theories upon which such exercises are built. I describe how such an approach is both in keeping with the methods advocated by the philosophers of ancient Greece and Rome, and also well supported by a wide range of contemporary educational research. I suggest that such active learning strategies encourage students towards a deeper and more nuanced understanding of the philosophical theories under consideration. Practical recommendations for incorporating such an approach into the teaching of applied philosophy are given. I finish by considering the impact such an approach may have on student motivation.

scholarly journals Qualitative Replication as a Pedagogical Approach to Teaching Research Methods

2020 ◽  
Vol 53 (4) ◽  
pp. 802-806
Author(s):  
Megan Becker
Keyword(s):  
Graduate Students ◽  
Research Methods ◽  
Quantitative Methods ◽  
Resource Curse ◽  
Data Access ◽  
Pedagogical Approach ◽  
The Past ◽  
Approach To Teaching ◽  
Research Transparency ◽  
And Training

ABSTRACTThe importance of replication has been a major matter of discussion among political scientists for decades. However, in the past five years, the issue has gained greater traction, with many major journals adopting official standards for Data Access and Research Transparency (DA-RT). At the same time, scholars suggest the pivotal role that replication might play in methods training for students. Unfortunately, these conversations have been limited in that they emphasize quantitative methods and training of graduate students. This article seeks to fill this gap by offering commentary on the author’s experience in introducing a qualitative replication project in an upper-division undergraduate course. The students in the course replicated Ross’s (2004) influential article on the “resource curse,” but the assignment framework can be adopted for various topics and contexts.

“Pediatric Life Savers” – a Novel Approach to Teaching Basic Life Support to Parents in the Hospital

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 85A-85A
Author(s):  
Jared V. Goodman ◽  
Amar Shah ◽  
Bryan A. Sisk ◽  
Amanda R. Emke
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Novel Approach ◽  
Approach To Teaching

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments
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