This document discusses using online presentations as a form of summative assessment in research methods courses. It notes that research methods are often undervalued by students. The presentation outlines different assessment modes typically used, and focuses on online presentations where students identify a social construct and measure it quantitatively and qualitatively. Data is presented on submission rates and grades for students completing online presentations. Feedback from students and staff is provided, with students initially nervous about the technology but receptive, and staff finding it provided versatility in feedback but issues with uploading times. Key benefits are identified as improved performance, appreciation of student knowledge, and easy to use software if supporting materials are provided.

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Online presentations as a form of
summative assessment in Research
Methods
Scott Burnet
Solent Learning and Teaching Community Conference (June 2016)

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Research Methods…
“The techniques and procedures that are used to
collate and analyse data” (Balikie, 2000, p.8)
Consistently undervalued (Lane, 2004)
“Dry” at best or “irrelevant” at worst (Edwards
and Thatcher, 2006)

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Quantitative Methods Qualitative Methods
 Numbers
 Physical sciences
 Statistical analysis
 Objective
 Words
 Social sciences
 Content analysis
 Subjective
Research Methods

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Research Methods
for Sport and
Exercise (HES030)
Applied Sports Science
Fitness & Personal
Training
Health, Exercise and
Physical Activity
Fitness Management
and Personal Training
Sports Coaching

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Why do they choose their degree…?

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Applied Courses: Contextualise Research
Methods

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Typical assessment modes
Reports
In class tests Practical demonstrations
Posters
Reflective journalsExams
Case studies
Essays
Portfolios
Presentations

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Presentation Skills (Kerby and Romine, 2009)
Eye contact
Vocal lualities
Visual aids
Organisation
Audience awareness
Understanding content
Physical delivery
Interactions

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Online Presentations

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Overview Social construct: anxiety
 15 min online presentation
 Identify a social construct
 Quantitative and qualitative
measures
 Determine the reliability
 40% weighting
Assignment Brief

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Quantitative: Questionnaire Qualitative: SSI
Assignment Brief: Reliability

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Recording software

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myCourse Resources

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Previous Work (Best Practice)

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myCourse Upload Speeds

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Resources Grades
 Student submissions: 143
 Complete uploads: 93%
 Example presentation structure:
148 students
 Best practice presentation
resource: 138 students
 2015-16: 59(12)% (Online Pres.)
 2014-15: 46(20)% (Online Pres.)
 2013-14: 47(19)% (Portfolio)
 2012-13: 51(19)% (Portfolio)
Analysis of the Data

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Written
feedback
Grade
Feedback
(file
upload)

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Reflections
Students:
Initially very nervous about the technology, but were
receptive to the assessment mode
Staff:
Different mode of assessment that provided versatility in
terms of feedback. Issues associated with uploading time.

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Key Points
 Improvement in student performance
 Developed an appreciation of student knowledge
 Easy to use software, but must have supporting
material
 Stress the importance of uploading from the
University