This document discusses research paradigms in online and distance education research. It begins by defining key terms like research paradigm, ontology, epistemology and methodology. It then outlines four main research paradigms: positivism, interpretivism, critical theory, and pragmatism. For each paradigm, it describes the underlying beliefs about the nature of knowledge and reality, as well as typical research questions and methodologies. Examples of studies using different paradigms are also provided. The document concludes by discussing considerations for choosing a research paradigm and what makes a good research question.
HI6008 Business Research Lecture 01(1) (1).pptxabeerarif
Assignment 3 Reflective writing aims to get you to think
about your learning and understand your learning experiences.Evaluate the effectiveness and your usefulness of the learning experience
Make judgements that are clearly connected to observations you have made.
Answer the questions:
− What is your opinion about learning experience?
− What is the value of this experience?
2. Explain how this learning process will be useful to you
Consider: In what ways might this learning experience serve you in:course
− program
− future career
− life generally
Answer the question: ‘How you will transfer or apply your new knowledge and
insights in the future?’
3. Describe objectively what happened in the learning process
Give the details of what happened in the learning process. Answer the question:
‘What you did, read, see, and hear?
4. Evaluate what you learn
Make judgments connected to observations you have made in the Business
Research. Answer the question: ‘How Business Research was useful for your
Research Learning Process?’
5. Explain your learning process:
How to Research
Everybody who want to write research papers , articles , review paper are need to learn some rules for it . These slides will help them alot.
HI6008 Business Research Lecture 01(1) (1).pptxabeerarif
Assignment 3 Reflective writing aims to get you to think
about your learning and understand your learning experiences.Evaluate the effectiveness and your usefulness of the learning experience
Make judgements that are clearly connected to observations you have made.
Answer the questions:
− What is your opinion about learning experience?
− What is the value of this experience?
2. Explain how this learning process will be useful to you
Consider: In what ways might this learning experience serve you in:course
− program
− future career
− life generally
Answer the question: ‘How you will transfer or apply your new knowledge and
insights in the future?’
3. Describe objectively what happened in the learning process
Give the details of what happened in the learning process. Answer the question:
‘What you did, read, see, and hear?
4. Evaluate what you learn
Make judgments connected to observations you have made in the Business
Research. Answer the question: ‘How Business Research was useful for your
Research Learning Process?’
5. Explain your learning process:
How to Research
Everybody who want to write research papers , articles , review paper are need to learn some rules for it . These slides will help them alot.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
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Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
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The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
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The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
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NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
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This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
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i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
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The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
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Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
2. Research Paradigm
• Every research design is guided by a set of
unerlying beliefs about how to think about a
problem, what research questions to ask and
hope to find the the answers.
• This set of beliefs and practices is called the
research paradigm
3. Example
• An ODL institution has high drop out rates.
• They want to conduct research to reduce this
problem?
– What questions do they?
– Who are the subjects?
– How do they analyze the data?
– What do they do with the results?
4. Paradigm
• “a philosophical and theoretical framework of a scientific
school or discipline within which theories, laws, and
generalizations and the experiments performed in
support of them are formulated” Merriam Webster
Dictionary, 2007)
• “the set of common beliefs and agreements shared
between scientists about how problems should be
understood and addressed” (Kuhn, 1962)
• a world view, a way of ordering and simplifying the
perceptual world's stunning complexity by making
certain fundamental assumptions about the nature of
the universe, of the individual, and of society.
7. Ontology is what exists and is a view
on the nature of reality.
•Are you a realist ? You see reality as something 'out there', as a
law of nature just waiting to be found ?
•Are you a critical realist? You know things exist 'out there' but as
human beings our own presence as researchers influences what we
are trying to measure.
•Or, are you a relativist ? You believe that knowledge is a social
reality, value-laden and it only comes to light through individual
interpretation?
http://www.erm.ecs.soton.ac.uk/theme2/what_is_your_paradigm.html
8. Epistemology is our perceived relationship with the knowledge
we are un/dis/covering.
Are we part of that knowledge or are we external to it?
What is the nature of relationship exists between the
inquirer and the inquired? How do we know?
Your view will frame your interaction with what you are
researching and will depend on your ontological view.
Do “you see knowledge governed by the laws of nature or
subjective if you see knowledge as something interpreted
by individuals. ”
http://www.erm.ecs.soton.ac.uk/theme2/what_is_your_paradigm.html
9. Methodology refers to how you go about finding out
knowledge and carrying out your research.
It is your strategic approach, rather than your
techniques and data analysis . Some examples
of such methods are:
the scientific method (quantitative method),
ethnographic approach, case study approach, (both
using qualitative methods),
ideological framework (e.g. an interpretation from
Marxist, Feminist viewpoint),
dialectic approach (e.g. compare and contrast
different points of view or constructs, including your
own).
10. • Ontology PLUS
• Epistemology PLUS
• Methodology = Research Paradigm
11. Research Paradigms
Positivism - Quantitative ~ discovery of the
laws that govern behavior
Constructivist - Qualitative ~
understandings from an insider perspective
Critical - Postmodern ~ Investigate and
expose the power relationships
Pragmatic - interventions, interactions and
their effect in multiple contexts
12. Paradigm 1
Positivism - Quantitative Research
• Ontology: There is an objective reality
and we can understand it and it through
the laws by which it is governed.
• Epistemology: employs a scientific
discourse derived from the epistemologies
of positivism and realism.
• Method: Experimental, Deduction,
Correlation
13. • “those who are seeking the strict way of
truth should not trouble themselves about
any object concerning which they cannot
have a certainty equal to arithmetic or
geometrical demonstration”
• Inordinate support and faith in randomized
controlled studies
(Rene Descartes)
14. Typical Positivist Research Question:
• What?
• How much?
• Relationship between?
• What causes this effect?
• Best answered with numerical precision
• Often formulated as hypotheses
15. • Reliability: Same results different times,
different researchers
• Validity: results accurately measure and
reliably answer research questions.
• “Without reliability, there is no validity.”
• Can you think of a positivist measurement
that is reliable, but not valid?
16. Examples Positivist 1 –
Community of Inquiry- Content Analysis
• Garrison, Anderson, Archer 1997-2003
– http://communitiesofinquiry.com - 9 papers reviewing results
focusing on reliable, quantitative analysis
– Identified ways to measure teaching, social and cognitive
‘presence’
– Most reliable methods are beyond current time constraints of busy
teachers
– Questions of validity
– Serves as basic research as grounding for AI methods and major
survey work.
– Serves as qualitative heuristic for teachers and course designers
17. Positivist 2 – Meta-Analysis
• Aggregates many effect sizes creating large N’s &
more powerful results.
• Ungerleider and Burns (2003)
• Systematic review of effectiveness and efficiency of
Online education versus Face to face?
• The type of interventions studied were
extraordinary diverse –only criteria was a
comparison group
• “Only 10 of the 25 studies included in the in-
depth review were not seriously flawed, a
sobering statistic given the constraints that went
into selecting them for the review.”
19. Is DE Better than Classroom Instruction?
Project 1: 2000 – 2004
• Question: How does distance education compare
to classroom instruction? (inclusive dates 1985-
2002)
• Total number of effect sizes: k = 232
• Measures: Achievement, Attitudes and Retention
(opposite of drop-out)
• Divided into Asynchronous and Synchronous DE
19
Bernard, R. M., Abrami, P. C., Lou, Y. Borokhovski, E., Wade, A., Wozney, L.,
Wallet, P.A., Fiset, M., & Huang, B. (2004). How does distance education
compare to classroom instruction? A meta-analysis of the empirical literature.
Review of Educational Research, 74(3), 379-439.
21. Quantitative Research Summary
• Can be useful especially when fine tuning well
established practice
• Provides incremental gains in knowledge, not
revolutionary ones
• The need to “control” context often makes results of
little value to practicing professionals
• In times of rapid change too early quantitative
testing may mask beneficial positive capacity
• Will we ever be able to afford blind reviewed,
random assignment studies?
22. Paradigm 2
Interpretivist or Qualitative Paradigm
• Many different varieties
• Generally answer the question ‘why’ rather
then ‘what’, ‘when’ or ‘how much’?
• Presents special challenges in distributed
contexts due to distance between participants
and researchers
• Currently most common type of DE research
23. Interpretivist Paradigm
• Ontology: World and knowledge created by
social and contextual understanding.
• Epistemology: How do we come to
understand a unique person’s worldview
• Methodology: Qualitative methods –
narrative, interviews, observations,
ethnography, case study, phenomenology etc.
25. Typical Interpretive Research Question
• Why?
• How does subject understand?
• What is their “lived experience”?
• What meaning does the artifact or
intervention have?
26.
27. Qualitative Example
Results
“It was broadly welcomed by nursing staff as long as it
supplemented rather than substituted their role in traditional
patient care. GPs held mixed views; some gave a cautious welcome
but most saw telehealth as increasing their work burden and
potentially undermining their professional autonomy.”
MacNeill, V., Sanders, C., Fitzpatrick, R., Hendy, J., Barlow, J., Knapp,
M., ... & Newman, S. P. (2014). Experiences of front-line
health professionals in the delivery of telehealth: a
qualitative study. Br J Gen Pract, 64(624), e401-e407.
28. Qualitative example 2
• Mann, S. (2003) A personal inquiry into an experience of
adult learning on-line. Instructional Science 31
• Conclusions:
– The need to facilitate the presentation of learner and teacher identities
in such a way that takes account of the loss of the normal channel
– The need to make explicit the development of operating norms and
conventions
– reduced communicative media there is the potential for greater
misunderstanding
– The need to consider ways in which the developing learning community
can be open to the other of uncertainty, ambiguity and difference
29. 3rd Paradigm
Critical Research
• Asks who gains in power?
• How can this injustice be rectified?
• Can the exploited be helped to understand the oppression that
undermines them?
• Who benefits from or exploits the current situation?
30. Critical Research Paradigm
• Ontology: Reality exists and has been created by directed
social bias.
• Epistemology: Understand oppressed view by uncovering the
“contradictory conditions of action which are hidden or
distorted by everyday understanding” (Comstock) and work
to help change social conditions
• Methodology: Critical analysis, historic review, participate in
programs of action
31. Sample Critical Research Questions
• Why does Facebook own all the content that we supply?
• Does the power of the net further marginalize the non-
connected?
• Who benefits from voluntary disclosure?
• Why did the One Laptop Per Child fail?
• Does learning analytics exploit student vulnerabilities and
right to privacy?
• Are MOOCs really free?
• Who owns and for what use are learning analytics?
• Does Online education only expose learners to more
educational failure?
32. Online research has two audiences:
1. other researchers
2. ODE Practitioners
Do Positivist, Interpretive or Critical
Research Meet the Real Needs of
Practicing Educators?
33. Paradigm #4
Pragmatism
• “To a pragmatist, the mandate of science
is not to find truth or reality, the
existence of which are perpetually in
dispute, but to facilitate human problem-
solving” (Powell, 2001, p. 884).
34. 4. Pragmatic Paradigm
• Developed from frustration of the lack of impact of
educational research in educational systems.
• Key features:
– An intervention
– Empirical research in a natural context
– Partnership between researchers and practitioners
– Development of theory and ‘design principles”
35. Pragmatic Paradigm
• Ontology: Reality is the practical effects of
ideas.
• Epistemology: Any way of thinking/doing that
leads to pragmatic solutions is useful.
• Methodology: Mixed Methods, design-based
research, action research
36. Typical Pragmatic
Research Question
• What can be done to increase literacy of adult learners?
• Does ODL increase student satisfaction and completion rates?
• Will blog activities increase student satisfaction and learning
outcomes in my course?
• What incentives are effective for encouraging teachers to use
social media in their teaching?
37. 4th Pragmatic Paradigm Methodologies
• Action Research
• Case studies
• Grounded Theory Research
38. Design-Based Research Studies
– iterative,
– process focused,
– interventionist,
– collaborative,
– multileveled,
– utility oriented,
– theory driven and generative
• (Shavelson et al, 2003)
39. • Iterative because
• ‘Innovation is not restricted to the prior design of an
artifact, but continues as artifacts are implemented
and used”
• Implementations are “inevitably unfinished” (Stewart
and Williams (2005)
• intertwined goals of (1) designing learning
environments and (2) developing theories of learning
(DBRC, 2003)
40.
41. Example Voice Feedback
• Added voice comment and asynchronous
communication to exam and essay feedback.
• Added 2 types of feedback (Google and
Adobe) to 167 students
• Qualitative and quantitative survey questions
Keane, K., McCrea, D., & Russell, M. (2019).
Personalizing Feedback Using Voice Comments.
Open Praxis, 10(4), 309-324.
42. Pragmatic Research Example Voice
Feedback
Keane, K., McCrea, D., & Russell, M. (2019).
Personalizing Feedback Using Voice Comments.
Open Praxis, 10(4), 309-324.
43. Paradigm Ontology Epistemology Question Method
Positivism Hidden rules
govern teaching
and learning
process
Focus on reliable
and valid tools
to undercover
rules
What works? Quantitative
Interpretive/con
structivist
Reality is
created by
individuals in
groups
Discover the
underlying
meaning of
events and
activities
Why do you act
this way?
Qualitative
Critical Society is rife
with inequalities
and injustice
Helping uncover
injustice and
empowering
citizens
How can I
change this
situation?
Ideological
review,
Civil actions
Pragmatic Truth is what is
useful
The best method
is one that
solves problems
Will this
intervention
improve
learning?
Mixed Methods,
Design-Based
Summary
44. Summary
• All four research paradigms offer opportunity to guide
research
• each offers advantage and challenges
• Choice for research based on:
– Personal views
– Research questions
– Access, support and resources
– Supervisor(s) attitudes!
• There is no single, “best way” to do research
• Arguing paradigm perspectives is not productive
46. Your Task
• Develop a research proposal (in groups of 6):
• Select a problem that is challenging your online programs.
• Using one of the four research paradigms, design a
research program that is consistent with the paradigm and
answers the research questions developed:
1. Describe what research paradigm your proposal uses
2. Describe why you choose this paradigm and the relevance
of your problem
3. Develop one to three research questions
4. What is the theoretical basis for your project?
5. Overview the data collection means
47. Example – High Drop Our Rates in ODL
• Positivist: Survey and compare graduates
versus dropouts
• Interpretive: Interview dropouts to find
personal reasons for dropout.
• Critical: uncover factors related to gender,
class or race that are influencing dropout and
design ways to reduce these.
• Pragmatic: Design and test an intervention
designed to increase completion rates