Research Methods
Week 1
I am fortunate to have recently completed a module on research in the social sciences as part of my studies at NUI Galway. The work-based project for Year 2 of the NUIG programme was also research related, involving a literature review of learning theories. As a result, the class in Week 1 was useful as a refresher on the structure and methodologies used in research.
However, the class in Week 1 reinforced for me that the level and scope of the Year 2 project on the MSc is significantly greater than what I have previously experienced on research assignments. The discussions helped me to begin the process of considering the approach and methods that I will adopt for my research project.
I have chosen the topic of exploring the potential of dynamic and interactive e-learning resources to scaffold the learning of mathematics for new entrants to third level education. The methodology I adopt is going to have a significant impact on the direction of the research, i.e. am I going to take a cold, analytical approach which measures impact of e-learning supports on grades or do I focus on the more subjective learner experience of maths and what people feel make it difficult for them as a subject?
Week 3
John Dallat’s talk on carrying out a literature review was very informative. What was most valuable for me was that he spoke of his perspective as the reader coming to assess a paper. While I know that adhering to academic conventions is important in writing and research, ultimately the readability is key to presenting a coherent piece of work.
I felt that he gave excellent advice on incorporating reference to the work of seminal authors in a field early in a paper, establishing a solid grounding and then building the narrative towards more specific and recent articles directly relevant to the research question. I believe that this advice will stand to me as I look to plan a coherent structure for my paper which will allow a reader to follow the progression of my study and my interpretations of existing literature.
The handout this week on providing guidance on undertaking a “Critical Synopsis of a Text” was also welcome. In the past, I have been inclined to highlight text while reviewing, adding side notes for sections of particular interest. This approach can lead to scrambling around through hard copies to find relevant sections while trying to write up. Having a one-pager with an organised summary of the content of a piece is an excellent idea and one which I intend to employ on the module assignment and beyond.
Week 4
From my initial, rudimentary knowledge of research methods, I had assumed that I would be following an action research approach with my project. This was based on my interpretation that, by developing and e-learning resource/s to test their impact, this would constitute an intervention. Today’s class allowed me some insight to where there is a level of overlap in some of the characteristics of action research and case study research. This can make it slightly difficult to identify the correct choice of method. However, I have identified that the scope and time constraints of my project will make it unfeasible to accommodate a second cycle as required for action research.
For my own research proposal, I can see now that it is most closely aligned with a case study approach, consistent with Instrumental case studies (Stake, 1995). According to Cousin (2005, p. 422), with an instrumental case study the researcher explores where an instance (case) of a phenomenon can be analysed to gain insight into an issue that is affecting a particular cohort and that this can be reasonably generalised in relation to how it might apply more widely. It also emphasises the need to create a narrative and 'thick descriptions' to involve the reader, consistent with J. Dallat's advice in Week 3 on academic writing in research.
The instrumental case study appears to be consistent with my own research question. While I am exploring the impact of e-learning to scaffold learning of mathematics for a specific group of students, the basis of the research is grounded in generally established and accepted concerns with a low level of maths competence among many third level graduates.
Week 5
One of the module tutors was kind enough this week to provide me with a hard copy of a report particularly relevant to the area of my research proposal (Irish Mathematics Learning Support Network Report, 2014). It is an evaluation of student engagement with maths learning supports and it has really helped me to refine the direction of my research proposal. The report indicates that approximately one third of first year STEM students who could benefit from supports available do not engage with them. It also highlights that ICT/online resources have the lowest level of engagement of all.
I had indicated in my draft proposal that I would seek to quantify the impact of e-learning supports on exam results as part of my analysis. However, I now see that this is a very complex thing to measure as it is the combination of traditional lectures/tutorials and learning supports which contribute to student success. There appears to be a significant body of existing research establishing a positive impact of learning supports on success at exams. What I can see more clearly now is that it is the factors affecting engagement with maths learning supports which would be most useful for consideration in my study.
I feel that this focus would potentially offer more to this research area than simply duplicating previous studies. This significant level of non-engagement with learning supports (particularly ICT based) appears to me to be particularly relevant to my studies of learning theory and ID. The issues of student motivation and engagement, learning styles, digital literacy etc. have been recurring themes over the course of recent months and I can now see an opportunity to explore them in more depth with my project proposal.
I am fortunate to have recently completed a module on research in the social sciences as part of my studies at NUI Galway. The work-based project for Year 2 of the NUIG programme was also research related, involving a literature review of learning theories. As a result, the class in Week 1 was useful as a refresher on the structure and methodologies used in research.
However, the class in Week 1 reinforced for me that the level and scope of the Year 2 project on the MSc is significantly greater than what I have previously experienced on research assignments. The discussions helped me to begin the process of considering the approach and methods that I will adopt for my research project.
I have chosen the topic of exploring the potential of dynamic and interactive e-learning resources to scaffold the learning of mathematics for new entrants to third level education. The methodology I adopt is going to have a significant impact on the direction of the research, i.e. am I going to take a cold, analytical approach which measures impact of e-learning supports on grades or do I focus on the more subjective learner experience of maths and what people feel make it difficult for them as a subject?
Week 3
John Dallat’s talk on carrying out a literature review was very informative. What was most valuable for me was that he spoke of his perspective as the reader coming to assess a paper. While I know that adhering to academic conventions is important in writing and research, ultimately the readability is key to presenting a coherent piece of work.
I felt that he gave excellent advice on incorporating reference to the work of seminal authors in a field early in a paper, establishing a solid grounding and then building the narrative towards more specific and recent articles directly relevant to the research question. I believe that this advice will stand to me as I look to plan a coherent structure for my paper which will allow a reader to follow the progression of my study and my interpretations of existing literature.
The handout this week on providing guidance on undertaking a “Critical Synopsis of a Text” was also welcome. In the past, I have been inclined to highlight text while reviewing, adding side notes for sections of particular interest. This approach can lead to scrambling around through hard copies to find relevant sections while trying to write up. Having a one-pager with an organised summary of the content of a piece is an excellent idea and one which I intend to employ on the module assignment and beyond.
Week 4
From my initial, rudimentary knowledge of research methods, I had assumed that I would be following an action research approach with my project. This was based on my interpretation that, by developing and e-learning resource/s to test their impact, this would constitute an intervention. Today’s class allowed me some insight to where there is a level of overlap in some of the characteristics of action research and case study research. This can make it slightly difficult to identify the correct choice of method. However, I have identified that the scope and time constraints of my project will make it unfeasible to accommodate a second cycle as required for action research.
For my own research proposal, I can see now that it is most closely aligned with a case study approach, consistent with Instrumental case studies (Stake, 1995). According to Cousin (2005, p. 422), with an instrumental case study the researcher explores where an instance (case) of a phenomenon can be analysed to gain insight into an issue that is affecting a particular cohort and that this can be reasonably generalised in relation to how it might apply more widely. It also emphasises the need to create a narrative and 'thick descriptions' to involve the reader, consistent with J. Dallat's advice in Week 3 on academic writing in research.
The instrumental case study appears to be consistent with my own research question. While I am exploring the impact of e-learning to scaffold learning of mathematics for a specific group of students, the basis of the research is grounded in generally established and accepted concerns with a low level of maths competence among many third level graduates.
Week 5
One of the module tutors was kind enough this week to provide me with a hard copy of a report particularly relevant to the area of my research proposal (Irish Mathematics Learning Support Network Report, 2014). It is an evaluation of student engagement with maths learning supports and it has really helped me to refine the direction of my research proposal. The report indicates that approximately one third of first year STEM students who could benefit from supports available do not engage with them. It also highlights that ICT/online resources have the lowest level of engagement of all.
I had indicated in my draft proposal that I would seek to quantify the impact of e-learning supports on exam results as part of my analysis. However, I now see that this is a very complex thing to measure as it is the combination of traditional lectures/tutorials and learning supports which contribute to student success. There appears to be a significant body of existing research establishing a positive impact of learning supports on success at exams. What I can see more clearly now is that it is the factors affecting engagement with maths learning supports which would be most useful for consideration in my study.
I feel that this focus would potentially offer more to this research area than simply duplicating previous studies. This significant level of non-engagement with learning supports (particularly ICT based) appears to me to be particularly relevant to my studies of learning theory and ID. The issues of student motivation and engagement, learning styles, digital literacy etc. have been recurring themes over the course of recent months and I can now see an opportunity to explore them in more depth with my project proposal.