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Getting started with research
 

Getting started with research

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Getting started with research Getting started with research Presentation Transcript

  • Getting Started with Research Karen Belfer, VCC Tannis Morgan, BCIT
  • Introductions
    • Our experiences
    • Your interests
    • What brought you to this session today?
  • Why bother?
    • Motivations
      • “ research” vs investigation as part of own faculty development
      • Research in your discipline or educational research?
  • Overview
    • SOTL, applied research, and research
    • The research process
    • Research ethics
    • Tools
    • Funding
    • Questions?
  • Situating Research
    • SoTL Applied Empirical
  • Scholarship of Teaching and Learning (SOTL) Research: Where it starts
    • Who am I as an instructor?
    • Are my exam questions too hard?
    • Does a course weblog help students feel connected?
    • Is group work helping first year math students?
    • Are employers satisfied with graduates of our program?
  • Scholarship of Teaching and Learning (SOTL) Research
    • Teaching Expanded
      • Planned reflection and analysis
      • Shortest “distance” from current practice
    • Systematic investigation or exploration via a research process
    • Manageable scope--scalable
    • Teaching context as a laboratory
    • Focus on student learning
  • Research Process (Carnegie criteria)
    • Adequate Preparation
      • Literature review - 25% of time
    • Clear Goals
      • Research questions - derived from own experience, curiosity, lit review  
    • Appropriate Methods
    • flow from research questions - “how” vs “what” determines methods to some degree
    • Significant Results
    • Analysis and discussion of what has been investigated, finding flaws in own research, need to investigate further if larger than thought, reflective critique of conducting the research, so what?
    • Reflective Critique
    • So what? what does this mean moving forward in your teaching? related to significant results, how does this affect the bigger picture
    • Effective Presentation
    • Sharing,  communication, reporting
  • Preparation
    • Adequate Preparation - lit review - 25% of time
      • Engage librarians as a resource
      • Google scholar, interinstitutional loans, AskAway
      • Key words
      • SOTL groups, use the network
      • Research Ethics Board/Review
      • Organizational system: Refworks, cite-u-like
  • Literature Review
  • Clear Goals
    • What makes a good research question?
      • Simple
      • It addresses a need or a problem that you encounter as a practitioner
      • It is researchable, meaning you are able to collect evidence that would answer the question .
      • It is doable given your time and material constraints.
      • It inspires you and has the potential to hold your interest over several months.
      • It is not too general; that would result in a multitude of sub-questions.
      • It is not too narrow; that would rule out the emergence of other possibilities.
      • It cannot be answered Yes or No
    • How do you develop a research question?
      • need, own experience, curiosity, lit review
  • Your questions
    • Share an observation, and what you would like to know
    • What would this look like as a research question?
  • Appropriate Methods
    • How are you going to investigate your question?
    • Flow from research questions - “how” vs “what” determines methods to some degree
    • Does your discipline influence your methods?
      • Instruments
      • Process/research design
    • Organizing and documenting it all
  • Research Design & Methods
    • Qualitative--How? Why?
      • Eg. Case studies, ethnographies, grounded theory
    • Quantitative--What?
    • Eg. (Quasi-)Experimental, correlational, surveys
    • Mixed--combination
    • Evaluation studies--typically program, institutional, or innovation focussed with a clear purpose of assessing the quality and effectiveness
  • Qualitative Methods
    • Used to “understand” more deeply. Typically results do not seek to generalize widely.
    • May involve one or more of the following:
      • focus groups/interviews
      • text or discourse analysis
      • observations
  • Quantitative Methods
    • Typically seeks to generalize to a large population. It is “hypothetically” more objective and less interpretive.
    • Examples include one or more of the following:
      • Surveys
      • Experimental Design
      • Content analysis
  •  
  • Our SOTL/Ed Research Examples
    • Cardiology applied research - quantitative
    • surveys, validation of instruments
    • Net Gen learner - mixed methods
    • interviews/focus groups; survey
    • Teaching Presence and Voice Feedback - qualitative
    • discussion thread; interviews
    • Question Analysis with Clickers - quantitative
    • clickers, Item Response theory , Classical Theory of Tests
  • Matrix: Appropriate Methods
  • Tools
    • Data Gathering
      • Digital: Text, audio, video, surveys
      • Backups!
    • Security and privacy (ethics)
    • Data Analysis
    • SPSS/NVIVO/MaxQDA/Microsoft Word Notes
    • Data visualization tools
  • Brainstorm
    • Select one of your research questions and discuss with your partner/group how you would gather evidence/data
      • What are the challenges you would be faced with? What kinds of roadblocks would you anticipate?
  • Results
    • Analysis and discussion of what has been investigated
    • Finding flaws in own research
      • need to investigate further if larger than thought
      • reflective critique of conducting the research
      • so what?
  • Reflective Critique
    • So what?
    • What does this mean moving forward in your teaching?
    • How does this affect the bigger picture?
  • Effective Presentation
    • Sharing
    • Communication
    • Reporting
  • Research Ethics
    • Human dignity
    • Free informed consent
    • Vulnerable persons
    • Justice and inclusiveness
    • Minimizing (balancing) harm
    • Privacy and confidentiality
        • Audio recording vs video recording
        • Security of data
  • Funding
    • Funding Calendar (Science focussed)
    • http:// www.bcit.ca/appliedresearch/funding/fundingcalendar.shtml
    • Funding Opportunities (Social Science focussed)
      • http://ltcollaboratory.org/funding
  • Support
    • Peer support
    • Mentor support
    • Collaboration - with students, with other institutions
    • Role of Teaching and Learning Centres?
    • http://ltcollaboratory.org/
  • Summary
    • Think about your orientation (and your disciplinary orientation) to doing research
    • Think about your comfort level with qualitative and quantitative methods
    • Think about your question
    • Think about the forms of evidence/data you might want to access or collect
  • Parting Words
    • We believe the time has come to move beyond the tired old "teaching versus research" debate and give the familiar and honorable term "scholarship" a broader, more capacious meaning, one that brings legitimacy to the full scope of academic work. Surely, scholarship means engaging in original research. But the work of the scholar also means stepping back from one's investigation, looking for connections, building bridges between theory and practice, and communicating one's knowledge effectively to students.
    • E. L. Boyer
  • Thanks
    • View/download the presentation and access the resources at
    • http://researchworkshop.wordpress.com
  • Models
    • Boyer 1990
    • Examples in relation to model
  • Boyer 1990 model Motivate Faculty Teaching Discipline Interdiscipline Outside Awareness Raise awareness Reflection Discuss and reflect about teaching practice Investigation Identify SoTL research, define research strategies. Application Analyze research finding, interpret and make changes to the classroom. Communication Communicate findings
  • https://my.wsu.edu/portal/page?_pageid=177,280640&_dad=portal&_schema=PORTAL Washington State U.
  • Resources
    • Good explanation of Evaluation research http://www.edu.plymouth.ac.uk/resined/evaluation/index.htm