Dr.N.Asokan, Kalashalingam University, Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning, Problem Solving Skills, Lower & Higher Order Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
The document discusses key concepts in educational research including different types of research (basic, applied, evaluation), ways of knowing (tradition, expert opinion, experience, intuition, logic, research), inductive and deductive reasoning, quantitative and qualitative research methods, and basic components of research like identifying a topic, stating hypotheses, and conducting a literature review. It provides examples and explanations of each concept to help readers understand how to approach educational research.
This document outlines the typical steps involved in conducting research, from initially observing a broad topic area and reviewing relevant literature, to defining the specific research problem, formulating research questions and hypotheses, designing a study methodology, collecting and analyzing data, and determining if research questions were answered and hypotheses supported. It emphasizes developing a clear problem statement and research questions to guide the purpose and focus of the study.
This document provides guidance on developing problem statements and research questions for quantitative, qualitative, and mixed methods studies. It discusses key elements to include such as: stating the problem clearly and within an educational context; ensuring questions can be empirically investigated; specifying variables and populations; using deductive or inductive logic as appropriate; and considering emergent vs. anticipated design approaches. The document also provides examples of well-formed hypotheses and research questions on topics like the effects of interventions, relationships between variables, and case study examinations of phenomena.
Edd 9800 morote chapter 1 introduction to educational researchvdavis724
The document introduces different approaches to educational research such as quantitative, qualitative, and mixed methods. It outlines research designs including experimental, survey, case study and discusses the purposes of research like basic, applied, and evaluation. The chapter emphasizes that educational research must be conducted ethically in accordance with established principles and guidelines.
Psychology offers a wide variety of career paths. This document outlines several potential careers in psychology and the educational requirements for each. Careers discussed include crisis hotline adviser, word processor salesperson, mental health assistant, personnel director, school psychologist, clinical psychologist, and consulting psychologist. For most careers, at least a bachelor's degree is required, while careers like clinical psychologist require a PhD or PsyD. The document provides details on the typical daily responsibilities and skills required for each career path.
This document discusses key concepts related to research quality and methodology. It begins by defining research as a disciplined attempt to address questions or solve problems through collecting and analyzing primary data. Educational research is distinctive in that it focuses on understanding learning and teaching quality.
The document outlines several features of quality in educational research, including rigor of the research process, trustworthiness, usefulness of implications, and originality. It also discusses the role of values and the researcher in research. Different research approaches like quantitative, qualitative, and mixed methods are examined, along with related issues around generalizability, validity, and reliability. Philosophies of research and the influences on social research are also addressed.
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by beginning with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise, and succinct problem statement that introduces the importance and significance of the study.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The document discusses key concepts in educational research including different types of research (basic, applied, evaluation), ways of knowing (tradition, expert opinion, experience, intuition, logic, research), inductive and deductive reasoning, quantitative and qualitative research methods, and basic components of research like identifying a topic, stating hypotheses, and conducting a literature review. It provides examples and explanations of each concept to help readers understand how to approach educational research.
This document outlines the typical steps involved in conducting research, from initially observing a broad topic area and reviewing relevant literature, to defining the specific research problem, formulating research questions and hypotheses, designing a study methodology, collecting and analyzing data, and determining if research questions were answered and hypotheses supported. It emphasizes developing a clear problem statement and research questions to guide the purpose and focus of the study.
This document provides guidance on developing problem statements and research questions for quantitative, qualitative, and mixed methods studies. It discusses key elements to include such as: stating the problem clearly and within an educational context; ensuring questions can be empirically investigated; specifying variables and populations; using deductive or inductive logic as appropriate; and considering emergent vs. anticipated design approaches. The document also provides examples of well-formed hypotheses and research questions on topics like the effects of interventions, relationships between variables, and case study examinations of phenomena.
Edd 9800 morote chapter 1 introduction to educational researchvdavis724
The document introduces different approaches to educational research such as quantitative, qualitative, and mixed methods. It outlines research designs including experimental, survey, case study and discusses the purposes of research like basic, applied, and evaluation. The chapter emphasizes that educational research must be conducted ethically in accordance with established principles and guidelines.
Psychology offers a wide variety of career paths. This document outlines several potential careers in psychology and the educational requirements for each. Careers discussed include crisis hotline adviser, word processor salesperson, mental health assistant, personnel director, school psychologist, clinical psychologist, and consulting psychologist. For most careers, at least a bachelor's degree is required, while careers like clinical psychologist require a PhD or PsyD. The document provides details on the typical daily responsibilities and skills required for each career path.
This document discusses key concepts related to research quality and methodology. It begins by defining research as a disciplined attempt to address questions or solve problems through collecting and analyzing primary data. Educational research is distinctive in that it focuses on understanding learning and teaching quality.
The document outlines several features of quality in educational research, including rigor of the research process, trustworthiness, usefulness of implications, and originality. It also discusses the role of values and the researcher in research. Different research approaches like quantitative, qualitative, and mixed methods are examined, along with related issues around generalizability, validity, and reliability. Philosophies of research and the influences on social research are also addressed.
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by beginning with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise, and succinct problem statement that introduces the importance and significance of the study.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
This document provides an overview of research aptitude and methodology. It defines research as a careful investigation or inquiry to discover new facts in any field of knowledge. Research aptitude is the ability to systematically examine a situation for developing theories. The document outlines the objectives, types, and steps of research. It discusses topics like literature review, variable identification, hypothesis formulation, research design, sampling, and data collection methods.
The document discusses collaborative action research as a scientific method for teachers. It describes action research as systematic, deliberate, fully documented, and repeatable research that teachers conduct on their own practice. The key aspects of action research involve observing students closely, framing research questions based on what is observed and what the literature says, implementing plans and collecting data, analyzing and reflecting on results, and sharing findings to improve teaching.
Educ 243 educational evaluation dr. jl_paglinawanJames Paglinawan
Study Guide for the Lessons in the subject education 243 (Educational Evaluation) of Dr. James L. Paglinawan, Central Mindanao University, Musuan, Bukidnon, Philippines
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by starting with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise problem statement that introduces the importance and significance of studying the problem.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
What is Research? Different Type Of Research.Rajat_upmanyu
Research comprises "creative and systematic work undertaken to increase the stock of knowledge, including knowledge of humans, culture and society, and the use of this stock of knowledge to devise new applications."[1] It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories. A research project may also be an expansion on past work in the field. Research projects can be used to develop further knowledge on a topic, or in the example of a school research project, they can be used to further a student's research prowess to prepare them for future jobs or reports. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole. The primary purposes of basic research (as opposed to applied research) are documentation, discovery, interpretation, or the research and development (R&D) of methods and systems for the advancement of human knowledge. Approaches to research depend on epistemologies, which vary considerably both within and between humanities and sciences. There are several forms of research: scientific, humanities, artistic, economic, social, business, marketing, practitioner research, life, technological, etc.
This document discusses key aspects of developing a research study such as determining research questions, purpose statements, hypotheses, and types of research questions. It provides guidance on formulating feasible, interesting, novel, ethical, and relevant research topics using the FINER criteria. Descriptive, relational, and causal questions are defined. Steps for constructing a research question and hypothesis are outlined. Finally, tips for structuring a research report are provided.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
This document provides an overview of research aptitude and methodology. It discusses what research is, its key characteristics, aims and objectives. It outlines different types of research including fundamental, applied, and action research. The document also details various research requirements and the steps involved in conducting research, from formulating the problem to collecting and analyzing data, developing hypotheses, and preparing the final report. Finally, it discusses different methods of research with a focus on the experimental method.
This document discusses rethinking the prescriptive/developmental advising continuum. It analyzes student responses to surveys measuring preference for these styles. Factor analyses found students scored highly on both, indicating a preference for multiple dimensions of advising. Additional analysis identified five advising factors focused on advising needs rather than advisor style. This suggests a more complex examination of advising preferences is needed that accounts for advising situation and function.
This document discusses various qualitative research methods for collecting and analyzing data. It describes qualitative research as focusing on collecting narrative and visual non-numerical data to understand a phenomenon of interest. It then outlines several common qualitative research approaches like grounded theory, ethnography, phenomenology, narrative research, case studies and the types of data collection methods used in each approach such as interviews, observations, focus groups and document analysis. Finally, it discusses the process of analyzing qualitative data which typically involves preparing, organizing, coding and categorizing the data to identify themes and patterns.
This document discusses key concepts in qualitative research including its definition, purpose, characteristics, approaches, technical issues, and ethics. The qualitative research process involves six general steps: identifying a topic, reviewing literature, selecting participants, collecting data, analyzing data, and reporting results. Some qualitative approaches described are case study, ethnography, grounded theory, and phenomenology. Ensuring validity, reliability, and addressing ethics are important considerations for qualitative research.
Qualitative analysis is a type of analysis that uses subjective judgement based on unquantifiable information rather than statistical methods. It can be used to study viewpoints, actions, and characteristics that cannot be represented numerically. Some common approaches to qualitative analysis include reflection, verbal reports/protocols, and diary studies. Techniques for monitoring student progress qualitatively include video/audio recordings assessed against criteria, checklists, and anecdotal comments. Types of qualitative analysis discussed in the document are conversation analysis, discourse analysis, text language analysis, and task characteristic analysis. Feedback methods include questionnaires and interviews.
This document provides an overview of research methods, including qualitative and quantitative approaches. It discusses key aspects of developing a literature review, such as beginning with a broad topic and focusing on specific research questions. The document also compares different types of research (e.g. basic vs. applied), research paradigms (e.g. quantitative vs. qualitative), and study designs (e.g. experimental vs. case study). Fundamental questions about the nature of knowledge and how to choose an appropriate research method are explored.
Collaborative action research is a process where educators systematically examine their own practices using research techniques to improve student learning. It involves teams of practitioners working together to investigate issues relevant to them. There are typically five phases: (1) identifying problems, (2) planning actions, (3) collecting data, (4) analyzing data, and (5) planning for future actions based on results. Collaborative action research is advocated for because it allows educators without research expertise to improve, and collaboration facilitates discussion of issues and perspectives.
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
Are you trying to decide whether to pursue an MD, an MD-PhD or a PhD? Do you want to learn the differences in conducting research and the training that is involved with each of these career paths? Come to this workshop to hear the story of how one MD-PhD navigated through these questions, and about a research study (McGee and Keller, 2007) that investigated differences between MD, MD/PhD, and PhD students and their professional trajectories.
This workshop was given by Michael Penn, MD-PhD, and Steve Lee, PhD.
TSL3133 Topic 13 Interpreting the Action Research DataYee Bee Choo
This document discusses data interpretation in qualitative research. It explains that interpretation involves the researcher making meaning of the data by considering their own views and comparing findings to past studies. Interpretation for qualitative research means addressing how research questions were answered and making comparisons to previous literature while also incorporating personal experiences. The document then outlines six procedures for reporting findings: extending analysis connected to research questions; integrating various data sources; connecting data to literature; relating findings to personal experience; summarizing results; and drawing conclusions supported by evidence and interpretation of the data.
The document discusses a research study that aimed to assess the perceived effectiveness of student assistants assigned to selected offices at Holy Cross of Davao College. Specifically, it sought to understand the student assistants' perceived level of job performance, relationships with coworkers and clients, job satisfaction, ability to cope with stress, and overall effectiveness. The study used a descriptive research design and questionnaires to gather data from 37 student assistants in the guidance office, internet laboratory, and library. The findings showed that the student assistants generally felt they performed their tasks well and often maintained good relationships and satisfaction in their roles, though those in the library reported higher performance levels. The researchers recommended the student assistants be responsible in fulfilling their duties and that effective service comes from serving
This document discusses identifying and stating the research problem. It covers sources of research topics, identifying the research gap, components to consider in establishing the research gap, criteria for choosing a research problem, and how to write the background, statement, objectives and questions of the research problem. The example provided discusses evaluating the implementation of blended learning for nursing subjects in terms of teachers' and students' perceptions. It lists the specific research questions regarding respondents' profiles and their perceptions of various aspects of blended learning implementation.
Thinking Effectively & Critically
Do you wonder what it means to be a critical thinker?
Many of your assignments will require you to use higher level thinking skills. This workshop will help you rewire your brain and more effectively use new information and your current knowledge to maximize your success as a student.
This document provides an overview of research aptitude and methodology. It defines research as a careful investigation or inquiry to discover new facts in any field of knowledge. Research aptitude is the ability to systematically examine a situation for developing theories. The document outlines the objectives, types, and steps of research. It discusses topics like literature review, variable identification, hypothesis formulation, research design, sampling, and data collection methods.
The document discusses collaborative action research as a scientific method for teachers. It describes action research as systematic, deliberate, fully documented, and repeatable research that teachers conduct on their own practice. The key aspects of action research involve observing students closely, framing research questions based on what is observed and what the literature says, implementing plans and collecting data, analyzing and reflecting on results, and sharing findings to improve teaching.
Educ 243 educational evaluation dr. jl_paglinawanJames Paglinawan
Study Guide for the Lessons in the subject education 243 (Educational Evaluation) of Dr. James L. Paglinawan, Central Mindanao University, Musuan, Bukidnon, Philippines
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by starting with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise problem statement that introduces the importance and significance of studying the problem.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
What is Research? Different Type Of Research.Rajat_upmanyu
Research comprises "creative and systematic work undertaken to increase the stock of knowledge, including knowledge of humans, culture and society, and the use of this stock of knowledge to devise new applications."[1] It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories. A research project may also be an expansion on past work in the field. Research projects can be used to develop further knowledge on a topic, or in the example of a school research project, they can be used to further a student's research prowess to prepare them for future jobs or reports. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole. The primary purposes of basic research (as opposed to applied research) are documentation, discovery, interpretation, or the research and development (R&D) of methods and systems for the advancement of human knowledge. Approaches to research depend on epistemologies, which vary considerably both within and between humanities and sciences. There are several forms of research: scientific, humanities, artistic, economic, social, business, marketing, practitioner research, life, technological, etc.
This document discusses key aspects of developing a research study such as determining research questions, purpose statements, hypotheses, and types of research questions. It provides guidance on formulating feasible, interesting, novel, ethical, and relevant research topics using the FINER criteria. Descriptive, relational, and causal questions are defined. Steps for constructing a research question and hypothesis are outlined. Finally, tips for structuring a research report are provided.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
This document provides an overview of research aptitude and methodology. It discusses what research is, its key characteristics, aims and objectives. It outlines different types of research including fundamental, applied, and action research. The document also details various research requirements and the steps involved in conducting research, from formulating the problem to collecting and analyzing data, developing hypotheses, and preparing the final report. Finally, it discusses different methods of research with a focus on the experimental method.
This document discusses rethinking the prescriptive/developmental advising continuum. It analyzes student responses to surveys measuring preference for these styles. Factor analyses found students scored highly on both, indicating a preference for multiple dimensions of advising. Additional analysis identified five advising factors focused on advising needs rather than advisor style. This suggests a more complex examination of advising preferences is needed that accounts for advising situation and function.
This document discusses various qualitative research methods for collecting and analyzing data. It describes qualitative research as focusing on collecting narrative and visual non-numerical data to understand a phenomenon of interest. It then outlines several common qualitative research approaches like grounded theory, ethnography, phenomenology, narrative research, case studies and the types of data collection methods used in each approach such as interviews, observations, focus groups and document analysis. Finally, it discusses the process of analyzing qualitative data which typically involves preparing, organizing, coding and categorizing the data to identify themes and patterns.
This document discusses key concepts in qualitative research including its definition, purpose, characteristics, approaches, technical issues, and ethics. The qualitative research process involves six general steps: identifying a topic, reviewing literature, selecting participants, collecting data, analyzing data, and reporting results. Some qualitative approaches described are case study, ethnography, grounded theory, and phenomenology. Ensuring validity, reliability, and addressing ethics are important considerations for qualitative research.
Qualitative analysis is a type of analysis that uses subjective judgement based on unquantifiable information rather than statistical methods. It can be used to study viewpoints, actions, and characteristics that cannot be represented numerically. Some common approaches to qualitative analysis include reflection, verbal reports/protocols, and diary studies. Techniques for monitoring student progress qualitatively include video/audio recordings assessed against criteria, checklists, and anecdotal comments. Types of qualitative analysis discussed in the document are conversation analysis, discourse analysis, text language analysis, and task characteristic analysis. Feedback methods include questionnaires and interviews.
This document provides an overview of research methods, including qualitative and quantitative approaches. It discusses key aspects of developing a literature review, such as beginning with a broad topic and focusing on specific research questions. The document also compares different types of research (e.g. basic vs. applied), research paradigms (e.g. quantitative vs. qualitative), and study designs (e.g. experimental vs. case study). Fundamental questions about the nature of knowledge and how to choose an appropriate research method are explored.
Collaborative action research is a process where educators systematically examine their own practices using research techniques to improve student learning. It involves teams of practitioners working together to investigate issues relevant to them. There are typically five phases: (1) identifying problems, (2) planning actions, (3) collecting data, (4) analyzing data, and (5) planning for future actions based on results. Collaborative action research is advocated for because it allows educators without research expertise to improve, and collaboration facilitates discussion of issues and perspectives.
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
Are you trying to decide whether to pursue an MD, an MD-PhD or a PhD? Do you want to learn the differences in conducting research and the training that is involved with each of these career paths? Come to this workshop to hear the story of how one MD-PhD navigated through these questions, and about a research study (McGee and Keller, 2007) that investigated differences between MD, MD/PhD, and PhD students and their professional trajectories.
This workshop was given by Michael Penn, MD-PhD, and Steve Lee, PhD.
TSL3133 Topic 13 Interpreting the Action Research DataYee Bee Choo
This document discusses data interpretation in qualitative research. It explains that interpretation involves the researcher making meaning of the data by considering their own views and comparing findings to past studies. Interpretation for qualitative research means addressing how research questions were answered and making comparisons to previous literature while also incorporating personal experiences. The document then outlines six procedures for reporting findings: extending analysis connected to research questions; integrating various data sources; connecting data to literature; relating findings to personal experience; summarizing results; and drawing conclusions supported by evidence and interpretation of the data.
The document discusses a research study that aimed to assess the perceived effectiveness of student assistants assigned to selected offices at Holy Cross of Davao College. Specifically, it sought to understand the student assistants' perceived level of job performance, relationships with coworkers and clients, job satisfaction, ability to cope with stress, and overall effectiveness. The study used a descriptive research design and questionnaires to gather data from 37 student assistants in the guidance office, internet laboratory, and library. The findings showed that the student assistants generally felt they performed their tasks well and often maintained good relationships and satisfaction in their roles, though those in the library reported higher performance levels. The researchers recommended the student assistants be responsible in fulfilling their duties and that effective service comes from serving
This document discusses identifying and stating the research problem. It covers sources of research topics, identifying the research gap, components to consider in establishing the research gap, criteria for choosing a research problem, and how to write the background, statement, objectives and questions of the research problem. The example provided discusses evaluating the implementation of blended learning for nursing subjects in terms of teachers' and students' perceptions. It lists the specific research questions regarding respondents' profiles and their perceptions of various aspects of blended learning implementation.
Thinking Effectively & Critically
Do you wonder what it means to be a critical thinker?
Many of your assignments will require you to use higher level thinking skills. This workshop will help you rewire your brain and more effectively use new information and your current knowledge to maximize your success as a student.
This document discusses key aspects of research methodology including definitions of research, objectives of research, characteristics of good research, types of research, formulation of research problems, and research design. Research methodology is the systematic approach to solving research problems. It aims to describe research methods and clarify their assumptions and implications. Some key points covered include defining a research problem, developing a research design, and considering factors such as feasibility and scope when planning a study. The document provides an overview of developing the framework and approach for conducting research.
Introduction to Qualitative Research-Week 1.pptxkiranhashmi
The document provides an overview of an introduction to qualitative research course, outlining topics like the importance of researcher reflexivity, different qualitative research designs, and key concepts in qualitative research methodology including understanding context, emergent design, and data saturation. Examples of qualitative research scenarios are also presented and discussed to help students think as researchers.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
1) Choosing a thesis topic involves defining interests, reviewing literature, and identifying specific research problems.
2) Various research methods like descriptive, correlational, and experimental can be used to study topics. Descriptive research involves collecting data to answer questions while experimental provides evidence of cause and effect.
3) Narrowing a topic on "Difficulties of Academic Writing" could involve descriptive surveys, observational studies of writing classes, or correlating scores on papers written in first and second languages.
The document provides an overview of research methodologies and methods. It discusses the differences between methodologies and methods, with methodologies representing the overall approach and lens for analyzing results, and methods being the specific tools used to collect data. Both qualitative and quantitative research are covered, with qualitative focusing on meanings and in-depth insights while quantitative examines relationships and trends. Key aspects of choosing and conducting qualitative research are outlined, including sampling techniques, common analysis methods like coding and triangulation, and examples of qualitative research questions.
The document discusses critical thinking, defining it as exercising careful judgment or evaluation in problematic situations where one must make a reasonable decision or judgment. It explains that critical thinking involves considering multiple perspectives, making reasoned decisions, and using intellectual tools like background knowledge, thinking strategies, and criteria for judgment. The document provides suggestions for how teachers can develop critical thinking skills in students and ways parents can encourage critical thinking at home.
The document discusses shifting perspectives in instructional design from a traditional top-down, linear model to a more flexible model based on how people actually learn through open learning environments. It advocates designing instruction around ill-defined problems to foster conceptual development and problem solving skills. Several examples of open learning environments are provided that encourage divergent thinking, hands-on problem solving, and use of technology to support learning.
This document provides an introduction to educational research for teachers. It discusses why teachers should engage in research to continually improve practice, outlines key research concepts like different types of knowledge and validity and reliability, and introduces action research as a practical approach for teachers. The document emphasizes that research does not require teachers to be experts, but rather encourages an inquisitive approach to better understand how to enhance teaching and learning.
This document provides an overview of how to conduct research. It defines research as systematically collecting and analyzing data to increase understanding. It explains that as students, future practitioners, and educated citizens, understanding research is important. The document outlines the basic steps of a research project including finding a topic, formulating questions, defining the population, selecting a design and measurements, gathering evidence, interpreting evidence, and reporting findings. It also discusses key research concepts like variables, hypotheses, sampling, and quantitative and qualitative methodologies.
Understanding by design teaching ellen meier ctscmyrnacontreras
This document introduces the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. It explains that UbD focuses on developing student understanding through a backwards design process. This process involves first identifying the desired results or understandings, then determining acceptable evidence, and finally planning the learning experiences and instruction. The document provides an overview of the key elements of UbD including essential questions, stages of backward design, filters for selecting enduring understandings, facets of understanding, and implications for teaching and assessment.
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
This document discusses managing the relationship between PhD students and their supervisors. It outlines expectations for both parties, including the supervisor guiding the student's research and being available for meetings, and the student taking responsibility for their project and keeping their supervisor updated. Potential problems that can arise are explored, such as lack of guidance or feedback from supervisors or students not committing enough time. Strategies for overcoming issues are suggested, such as keeping a positive perspective, being organized, and communicating openly with the supervisor. The goal is for both parties to understand their roles and work cooperatively towards the student completing their PhD.
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The document provides information on defining a research problem, including:
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- Narrowing the broad problem area to specific issues by beginning with broad questions and focusing to operationalize the study.
- Defining a problem as an issue to understand, an existing problem to solve, or a situation to improve - it is not necessarily something wrong.
- The importance of carefully defining the research problem to guide method choice and focus the study.
The document provides information on defining a research problem, including:
- Conducting a background survey to justify the choice of research area and need for the study.
- Narrowing the broad problem area to specific issues by starting with broad questions and focusing to operationalize the study.
- Defining the problem as an issue to understand, an existing problem to solve, or an area needing conceptual clarity.
- Formulating a clear, precise problem statement that introduces the importance and significance of the study.
Similar to Ground Reality of Research Issues and Concerns of Research Scholars (20)
This document provides information about Dr. N. Asokan as a resource person, including his contact details and online profiles. It then discusses several topics relevant to Industry 4.0 including skills, knowledge, talent, competencies, technology, higher-order thinking, problem-solving, critical thinking, creativity, and the digital skills divide. It notes that markets are volatile, products have short lifecycles, and complexity is increasing, necessitating Industry 4.0's aim to help companies use data for quicker results and more agility. Key skills for Industry 4.0 include systems thinking, relationships, learning agility, problem identification and solving. The document emphasizes lifelong learning, self-discipline, emotional and practical intelligence,
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Synchronization of Mission, Vision & Core Values
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Senior Position: Things Change
Books Reading
Dr.N.Asokan, Educational administrator, Educational Manager, Career Path in Teaching Profession
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Ground Reality of Research Issues and Concerns of Research Scholars
1. Ground Reality of Research Issues and Concerns
of Research Scholars
Dr. N.Asokan
Freelancing Trainer
94451 91369
ntvasokan@gmail.com
Webinar on
Tuesday, 28th April 2020
1600 -1730 hrs
P u r p o s e
Re s e a r c h D e f i n i t i o n
T h i n k i n g P r o c e s s
I s s u e s Re l a t e d t o Re s e a r c h
I s s u e s r e l a t e d t o Guide – Student Relationship
C h a ra c t e r i s t i c s o f Re s e a r c h s c h o l a r s
C l a s s Ro o m Re s e a r c h
Re s e a r c h O u t c o m e s f r o m B o o k s
2. Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning ,
Problem Solving Skills, Lower & Higher Order
Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
3. Why do I want to do Research?
Beyond Ph.D & Making Money
4. To Prove to Every other Person
that I have an ability to solve problems
To Solve Every Day Problems
@workplace, life and in Society
5. Research- Definition
To identify & solve
the unknown problem,
logically,
scientifically and
precisely
with document evidence
Assume Nothing, Question Everything
Start Thinking, Learn the Truth
6. Thinking Process
1. Paying attention to relevant incoming
information.
2. Mentally organizing incoming information into a
coherent representation.
3. Mentally integrating incoming information with
existing knowledge.
7. Current Reality is What is Exists
Truth is Acknowledging the Reality
Facts may be Manipulated
8. Issues Related to Research
Finance (Source)
University
Identifying the Guide
Identifying the Topic
9. FinancePart Time / Full Time
Semester Fees
DC Meeting
Course Work
Fees to Guide
Attending Conferences
Paper Presentation
10. Purchase of original
research papers / Books
/ Articles / stationery
A4 sheets
Printer / Printout
Lunch / Dinner
Travelling Expenses
Compliments
Viva-Voice
Thesis Binding
Finance
11. Work - Finance
• Cost of Experiment
• Research materials
• Fabrication cost
• Testing cost
• Simulation S/W
When one’s working, one works between absolute Confidence and absolute Doubt
12. University
• Regulations
• Time Limit
• Entrance Exams /
Interview
• Admission
• Registration
• Continuous Report to
University
• N I T Trichy
• Anna University
• Deemed University
13. Identifying the Guide
• UGC Regulations
• University approved
• Internal / External Guide – CECRI / IGCAR
• Area of Interest with proven track record of
paper publications / similar work
• Through previous research scholars
• Open ad. - Entrance Exam – Interview
14. Identifying the Topic
• General to very Narrow field / topic
• Guide Specialization
• Guide’s other students area of work
• Your own area of interest
15. EEE
Dr. Rameela, KLN, Madurai
• M.E., Power Electronics
• Converters
• Regulators, Rectifiers,
Inverters and Choppers
• Rectifiers, Inverters
• Adjustable Speed Drive – 3
phase
• Constant Torque – Motor
Speed
Guide, TCE, Madurai
• Power Quality
• Voltage Sage
• Voltage Swell
Performance Improvement of an adjustable
speed three phase motor drive under various
power quality issues
16. ECE
Dr. Robinson ECE, Mount Zion
• M.E Optical Communication
• Device Miniaturization
• Optical Network
• Performance Improvement
• Plane wave Technique
• Optical MEMS Tech.
• Photonic Crystal Tech –
Optical Filter
Guide, Pondicherry University
• Filters
Design and analysis of 2D Photonic Crystal Base Optical Filter
18. Guide – Student Relationship
Guide Student
MALE MALE
FEMALE FEMALE
MALE FEMALE
FEMALE MALE
Guide Student
Teacher Student
Friend Friend
Teacher Teacher
Student Student
Tru st & Core Valu es Matters
19. Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning ,
Problem Solving Skills, Lower & Higher Order
Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
21. K n o w l e d g e
“Historically shared knowledge”
that defines the subject matter of a particular
discipline.
It is not static;
Changes are made as new ideas and evidence
are accepted by the scholarly community.
The term Knowledge to reflect our belief that
disciplines are constantly changing and evolving
in terms of the knowledge that shares a
consensus of acceptance within discipline.
25. 10000 hrs.
Rule
Best musicians had cumulatively put in more
than 10,000 hours
Good musicians had put in about 7,800 hours
Least accomplished musicians had put in
about 4,600 hours
28. Talent
• Excellence
• Innovation
• Strategic
thinking
• Unteachable
• Hard to
transferable
Skill
• Arithmetic
• Word, Excel
• Give a safe
Injection
• Teachable
Knowledge
• Safety Rules
• Teachable
Limitation of Skill & Knowledge –
Situation Specific
When situation changes Talent only works
When
situation
changes
Up-date
knowledge
Re-Learn
Re-Skill
Up-Skill
29. Problem Solving Skills
Ability to define the problem
Ability to change a situation
from its given state into a
goal state.
Ability to re-start from the
beginning, often
Ability to change your habits
30. Proble m
Solving
Skill
Solving the ill-defined
problem logically,
scientifically with
evidences
Achieving a goal that
professionals have
never previously
achieved
Of figuring out how to
change a situation
from its given state
into a goal state
Problem
Representation
• Builds a mental
representation of the
problem
Problem
Solution
• Devices and carries out a
plan for solving the
problem
31. 6. Create: Create is putting elements together to form a novel, coherent
whole or to make an original product. It includes Generating, Planning
and Producing.
5. Evaluate: Evaluate means making judgements based on criteria and / or
standards. It includes Checking and Critiquing.
4. Analyze: It is breaking material into its constituent parts and determine
how the parts are related to one another as well as to an overall
structure or purpose. It includes Differentiating, Organizing and
Attributing.
3. Apply: Apply means carrying out or using a procedure in a given
situation. It includes Executing and Implementing.
2. Understand: It is defines as constructing the meaning of instructional
messages, including oral, written and graphic communication. It
includesInterpreting, Exemplifying, Classifying, Summarizing, Inferring,
Comparing and Explaining.
1.Remember: It means to retrieve relevant knowledge from long-
term memory. It includes Recognizing and Recalling.
Lower
Order
Thinking
Skills
Higher
Order
Thinking
Skills
HIERARCHICAL ORDER
Six categories of Cognitive Process Dimension:
32. Self Discipline
Self Discipline is conscious
practice of
controls, habits and restraints,
imposed by one self and
demanded by the profession
33. Life Long Self Learner
• The willingness to act towards what you want,
to risk, to fail
• Willingness to practice
• Self & Fanatic discipline
• Comfort with repetitiveness
• If required, comfort with being alone
Live till old, Learn till you live
34. Consistency with long term goals Discipline is not the same as
measurement
Consistency with performance
standards
Discipline is not the same as
regimentation
Consistency of method Discipline is not the same as
hierarchical obedience
Consistency over time Discipline is not the same as
adherence to bureaucratic rules
True discipline requires independence of mind to reject pressure to
confirm in ways incompatible with values, performance standards, and
long term aspirations
The only form legitimate form of discipline is self discipline, having the
inner will to do whatever it takes to create a great outcome, no matter
how difficult.
Fanatic Discipline – Consistency of action
35. Don’t Stop Asking Questions
• Do we have the right questions?
• How can we do what we are already doing even
better?
• What is the worst that can possibly happen?
• How things are working?
• What can go wrong?
What if? ,What nex t?
36. Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning ,
Problem Solving Skills, Lower & Higher Order
Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
38. Best Practices in Technical Education
Case Study:
BY
Dr. N. Asokan ,
N. Meenakshi , Lecturer(IT)
39. Best Practices
1. Pre-requisite knowledge
2. Mapping of five units
3. Mapping with other subjects
4. Delivering pre-requisite knowledge
5. Specific instructional objectives in accordance with
Bloom’s revised taxonomy
6. Lesson plan
7. Teaching learning process
8. Evaluation at the end of the semester in accordance with
Bloom’s revised taxonomy
9. Mapping of objectives, teaching learning process and
assessment in the Bloom’s revised taxonomy table.
40. KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
B.
CONCEPTUAL
KNOWLEDGE
C.
PROCEDURAL
KNOWLEDGE
D.
META-
COGNITIVE
KNOWLEDGE
Taxonomy Table
42. KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
10 activities
B.
CONCEPTUAL
KNOWLEDGE
4 activities
1.To explain how
to choose the
image
2. To explain
multimedia,
3. To explain
types of errors,
4. To explain
coloring
C.
PROCEDURAL
KNOWLEDGE
To apply the
designing
concepts to
create a web
page
D.
META-
COGNITIVE
KNOWLEDGE
Mapping of “To apply the designing concepts to create a web page”
Objective, Teaching Learning Process (activities) and Assessment
44. KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
26 Objectives
26 Activities
12 Questions
18.3% mastered
B. CONCEPTUAL
KNOWLEDGE
40 Objectives
40 Activities
8 Questions
13% mastered
C. PROCEDURAL
KNOWLEDGE
9 Objectives
9Activities
2 Questions
8% mastered
D.
META-
COGNITIVE
KNOWLEDGE
Mapping of “User Interface Design” subject Objective,
Teaching Learning Process (activities) and Assessment
45. Findings
1. There are 26 objectives pertaining to Factual
Knowledge, out which 12 objectives are used for
evaluation of students at the end of the semester.
2. 11 out of 60 students (remembered) i.e. 18.30%
of students correctly answered all the 12
objectives
3. 21 out of 60 students (remembered) i.e.,35% of
students correctly answered 50 % of the
objectives.
46. (contd….)
4. There are 40 objectives pertaining to Conceptual
l Knowledge, out which 8 objectives are used for
evaluation of students at the end of the
semester.
5. 8 out of 60 students (understood) i.e.,13% of
students correctly answered these objectives.
6. 24 out of 60 students (understood) i.e.,40 % of
students correctly answered 50 % of the
objectives.
47. (contd…)
7. There are 9 objectives pertaining to Procedural
Knowledge.
8. 2 objectives are used for evaluation of students at the
end of the semester. 5 out of 60 students (able to apply
the factual and conceptual knowledge in a given situation)
i.e.,8% of students correctly answered these objectives.
9. 11 out of 60 students (able to apply the factual and
conceptual knowledge in a given situation) i.e.,18.30% of
students correctly answered 50 % of the objectives.
48. Conclusion
• If all the objectives, activities and assessment are
placed in the taxonomy table, then it helps us to
"understand about understanding".
• The "miss-alignments" can be identified with the help
of this taxonomy table.
• By examining the taxonomy table the teacher can
easily identify areas of knowledge, or levels of the
cognitive domain, that has not been covered by the
learning activities.
50. Outliers
• 10,000 hrs rule
• Billionaires born in 1954
or 1955
• 3000 hrs / year Annual
workload of Rice farmer
in Asia
51. Maths - Success
Good at Maths is an innate ability
Master Maths, if you are willing to try
Maths-Success = f (Persistence & Doggedness)
Willingness to work hard for 22 minutes to make
sense of something that most people would
give up on after 30seconds
52. Cheating (Getting More for Less)
school Teachers in Chicago
• What might a cheating
teacher’s class room look
like?
• What are the characteristics
of a cheating teacher?
• Drunk & Drive /
• Drunk & Walk
53. What makes Perfect Parent?
• Who are you? Who you are?
• Whom you married?
• What kind of life you lead?
• If you are smart, hard working, well educated,
well paid, and married to someone equally
fortunate, then your children are more likely
to succeed
But it isn’t so much a matter of
what you do as a parent;
it is who you are
54. Naming the Children
Parents use a name to signal
“their own expectations”
of how successful their children will be
55. Blink
• When we are making a
decision of minor
importance, we
consider all the pro and
cons.
• In vital matters such as
marriage or profession,
decision should come
from somewhere within
ourselves.
• In the important
decisions of personal
life, we should be
governed by the deep
inner needs of our
nature (who I am?)
56. What the Dog Saw?
• Bad Teacher = One Year = students learn 50%
worth of material
• Good Teacher = One Year = students learn
150% worth of material
• Your child is actually better off in a bad school
with an Excellent Teacher than in an Excellent
School with a Bad Teacher
• Teacher effects more stronger than class-size
effect
57. • Research Issues
in
Different Domains
• Marriage Issues
in
Different Roles
• Identifying the Groom /
Bride
• Husband/Wife –In-laws
Relationships
• Finance to lead life
• Lessons from other
couples
58. Five Units of Report
1. Introduction
–Objectives / Research Questions
2. Review of Literature
3. Experiment Description and Observation
4. Analysis, Interpretation and Discussion
5. Results and Conclusion
1. Introduction
– Objectives / Research Questions
60. Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning ,
Problem Solving Skills, Lower & Higher Order
Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books