Pedagogic research may require ethical review. This presentation identifies some of the ethical issues that may arise in pedagogic research and considers how to minimise them through research design. The specific processes /forms described in this presentation are directed at colleagues at the University of Ulster, however the underlying information is relevant to a wider audience.

1. Design and Approval
of Ethical Pedagogical
Research
Dr Kay Hack
@hack_kay

2. Ethical Approval of Pedagogical Research
 Defining Pedagogical Research
 Seeking Ethical Approval
 Ethical Research Design
• Completion of RG1 forms
• Creating / Developing your own research plan
• Case study

3. It is University policy that all research involving human
participants must be reviewed through the filter and
ethics committee process as appropriate.
Studies covered by the University’s policy include interview,
questionnaire and focus group research as well as
research involving interventions of any kind.
THE GOVERNANCE OF RESEARCH INVOLVING HUMAN PARTICIPANTS
Students are Humans!

4.  Reducing risk of harm;
 Protection of participants, researchers and the reputation
of the University;
 Maintenance of insurance cover/indemnity;
 Providing assurance to collaborating organisations,
funders and publishers;
 Maintaining and improving quality and standards
THE GOVERNANCE OF RESEARCH INVOLVING HUMAN PARTICIPANTS

5.  Pedagogical research uses both
quantitative and qualitative methods to
carry out systematic analysis of [an
aspect of] teaching or student learning,
with a view to generating and sharing new
knowledge.
 It is not “intelligence gathering” or a
description/evaluation of current teaching;
typically module evaluations student
surveys etc. can be considered ‘service
evaluation’ rather than research.
What is research?

7. Defining Research
 The attempt to derive generalizable new
knowledge including studies that aim to generate
hypotheses as well as studies that aim to test
them.
 Addresses clearly defined questions, aims and
objectives.

8. Quantitative Research:
 Explaining phenomena by collecting numerical
data that are analysed using numerical methods
(in particular statistics) (Aliaga and Gunderson,
2000).
• Perception is that results are more reliable
• Remove external variables: change only one
variable at a time
• Control groups
• Random allocation of members to study
groups
(HEA Pedagogical Research Workshop)

9. Qualitative Research:
Identifies/explores themes following established
methodology
can include case studies, interviews, surveys
analysis through: discourse/narrative analysis,
grounded theory
(HEA Pedagogical Research Workshop)

10. Example: Audio Feedback
“Will the provision of audio feedback improve student
performance so they are more satisfied?”
Create a research question
Think about research design: what can be feasibly
measured/how will you collect data
How will you compare outcomes

11. Example: Audio Feedback
Possible research questions
1.Do students find it more useful than previous forms of
feedback?
2.How many students played the audio file
• Technical barriers?
• Lack of engagement?
1.Does student progress through the module improve
following intervention?
2.Do students think that receiving their FB in this
format meets Ulster principles for FB&A?

12. Research Methods?
Question
1. Do students find it more
useful than previous forms
of feedback
2. How many students
played the audio file
3. Does student progress
through the module
improves following
intervention
4. Whether students think
that receiving their FB in
this format meets Ulster
principles for FB&A
Method
1. Survey/ Module
evaluation data
2. Tracking tools/ survey
3. Data analysis
4. Survey

13. Example: Audio Feedback
For each question (1-4):
Is it research?
Does it require ethical
approval?
How would you design
the study?
1. If students find Audio FB more useful
than previous forms of feedback
2. The number of students that have
played the audio file
3. Whether student progress through the
module improves
4. Whether students think that Audio FB
delivers Ulster principles of FB&A

14. Applying for Ethical Approval
 Ethics Filter Committee
 RG1

15. Ethics
 How to annoy the Ethics Committee……….

16. Ethical Issues:

17. Guidelines for RG1
 Aims, Objectives and Study Design
What are the aims and objectives of the study?
Does the study design allow for the objectives to be met
whilst minimising risk of ‘harm’?
Are there enough subjects to ensure statistically
significant results?
Do you think that recruitment or retention of subjects will
be an issue?

18. Vulnerable Groups
 Under 18?
 Healthy volunteers who have a dependent or
subordinate relationship to investigators ?
If YES to any of the above, please specify and
justify their inclusion
Guidelines for RG1

19. Inclusion and exclusion criteria:
Usually whole cohort / class etc
Will any inducements be offered?
What Inducements/ incentives are appropriate?
Prize draw/ money/ free lunch/ engagement/
Guidelines for RG1

20. Recruitment :
 How are participants recruited?
 Consider all participant groups (students, other teaching
staff, admin staff, demonstrators)
 Is there any coercion (perceived or real).
 Do participants have enough time to make decision?
Guidelines for RG1

21. Please describe how and where recruitment will
take place, for example
Email
Class announcement
Posters
Blackboard VLE
Guidelines for RG1

22. Care of personal information:
Anonymise / Pseudo-anonymise research data
Linking performance to other confounding factors requires
pseudo-anonymisation
Use aggregate data
Ensure there is explicit permission to use direct
quotes/audio and or video recording
Focus groups: confidentiality vs anonymity

23. How is confidentiality ensured?
•If using anonymised data – who does the anonymisation?
•How is data stored and shared?
•How are results reported? Is there a possibility of
identifying participants, e.g. if study is on small cohort,
specific subject area
•What demographic data is collected? e.g. in a Large
predominantly homogeneous cohort (95% female 18-22
year olds) easy to identify data from male or mature
students

24. Participant Information Sheet
 Should follow guidelines / proforma at Research Office
website
 Is it clear?
avoids use of over technical information
 Is it informative?
the participant knows what is required of them, what are
the risks and benefits
 Is it clear that they do not have to participate and can
withdraw?
Distinguish elements that are research and those that
are normal teaching practice.

25. Consent
 Proforma on Research Office website
 Does participant explicitly consent to all aspects of the
research?
• accessing personal data
• audio or video recording
 What happens if they want to withdraw?
 Implied consent is best practice when completing
anonymised questionnaires
“ by completing this questionnaire I understand……..

26. Case studies
1. Does the study require ethical approval?
2. How would you design the study to minimise ethical
issues whilst generating useful
3. What are the key ethical issues

27. Working individually or in groups:
 Case study – research design and ethics
 Create your own research idea
 Complete RG1 form for a planned study
Resources:
 Examples of completed RG1 forms
 Example of completed grant application
 Blank RG1forms
 Guide to creating your own research idea