Converting a Face-To-Face Introductory Research Methods Course to an Online Format: Pedagogical Issues and Technological Tools

2020 ◽  
pp. 220-241
Author(s):  
Mary Secret ◽  
Christopher Jennings Ward ◽  
Ananda Newmark
Keyword(s):  
Research Methods ◽  
Methods Course ◽  
Pedagogical Issues ◽  
Face To Face ◽  
Technological Tools ◽  
Online Format

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2016 ◽  
pp. 1228-1247
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course

2011 ◽  
Vol 2 (3) ◽  
pp. 50-63 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Research Methods ◽  
Educational Psychology ◽  
Virtual Learning ◽  
Methods Course ◽  
Academic Outcome ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
Student Grades ◽  
Teaching Modality

Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.

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.

Engaging Students in a Research Methods Writing Lab Online

2020 ◽  
Vol 48 (1) ◽  
pp. 18-25
Author(s):  
Lindsay Rice ◽  
Jessica L. Alquist ◽  
Michael Penuliar ◽  
Francesco V. Donato ◽  
Mindi M. Price
Keyword(s):  
Research Methods ◽  
American Psychological Association ◽  
Online Research ◽  
Student Knowledge ◽  
American Psychological ◽  
Face To Face ◽  
Learning Content ◽  
Term Papers ◽  
Online Format

Courses including lab- or experiential-based learning may shy away from an online lab format. Using an empirically driven approach, an online research methods in psychology lab section was developed and compared to a face-to-face lab section. Results indicated that there were no differences in student knowledge regarding the American Psychological Association style and in the quality of the term papers (as evaluated by independent coders). Although students did not know whether they would be in a face-to-face or online lab when they enrolled, at the end of the semester, students expressed a preference for the style of lab in which they were enrolled. Recommendations for presenting labs or experiential learning content in an online format are discussed.

scholarly journals Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course

2021 ◽  
Vol 5 ◽  
pp. 78-94
Author(s):  
Elizabeth Spradley ◽  
R. Tyler Spradley
Keyword(s):  
Research Methods ◽  
Teaching And Learning ◽  
Methods Course ◽  
Communication Research ◽  
Face To Face ◽  
Learner Centered ◽  
Instructor Communication ◽  
Student Participant ◽  
Negative Perceptions ◽  
Communication Pedagogy

The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.

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