The document outlines three key challenges in educational research and training evaluation: having unclear or conflicting aims and questions; using inappropriate research methods that do not adequately answer the questions or capture relevant data; and errors in data analysis and ineffective communication of findings. These challenges can be overcome by ensuring aims and questions are specific, agreed upon, and achievable; using flexible methods matched to the research question that consider participation; and keeping analysis focused on the research aims to effectively communicate results.
Ethical guidelines for educational researchPoligar
British Educational Research Association has published ethical guidelines in 2011 for global dissemination and adoption. Important principles from the guideline have been extracted in this PPT-file, prepared by me to help my colleague summarize the recommendations in ERICON-2017.
Ethical guidelines for educational researchPoligar
British Educational Research Association has published ethical guidelines in 2011 for global dissemination and adoption. Important principles from the guideline have been extracted in this PPT-file, prepared by me to help my colleague summarize the recommendations in ERICON-2017.
This is a presentation I gave to the Research Coordinators in the Federal Ministry of Health, Sudan (04.03.2015).
It included the following topics:
• Overview on the Knowledge Management Cycle and how research fits in it
• Brief historical background on research ethics
• What makes research ethical?
• Definition and examples of scientific misconduct
• How to make your research ethical and avoid scientific misconduct?
How to Identify the Research Gap While Writing a PhD Dissertation Literature ...PhD Assistance
PhD Assistance gives you tips to Identify Research Gaps in the Literature Review for writing a PhD dissertation.
A Research Gap is a Topic or field for which insufficient data restrict the ability to conclude a research question. If we are looking for a research issue, what is the healthiest beverage for humans? You can discover multiple studies and potential answers to the questions. Research gap identification eventually makes way for new and exciting research.
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Research ethics and problems encountred by reseachers ErTARUNKASHNI
Definition of research ethics
Objective of research ethics
Importance of research ethics
Principles of research ethics
Do’s and don'ts of research ethics
Problems encountered by researchers
Research Questions, Objectives, and HypothesisAshok Pandey
With the objective of
To train the health professionals on health system research proposal development,
To acquaint the participants with health research process, and
To train basic managerial skills required to manage proposed health research.
Research Questions, Objectives, and Hypothesis is important.
This is a presentation I gave to the Research Coordinators in the Federal Ministry of Health, Sudan (04.03.2015).
It included the following topics:
• Overview on the Knowledge Management Cycle and how research fits in it
• Brief historical background on research ethics
• What makes research ethical?
• Definition and examples of scientific misconduct
• How to make your research ethical and avoid scientific misconduct?
How to Identify the Research Gap While Writing a PhD Dissertation Literature ...PhD Assistance
PhD Assistance gives you tips to Identify Research Gaps in the Literature Review for writing a PhD dissertation.
A Research Gap is a Topic or field for which insufficient data restrict the ability to conclude a research question. If we are looking for a research issue, what is the healthiest beverage for humans? You can discover multiple studies and potential answers to the questions. Research gap identification eventually makes way for new and exciting research.
PhD Assistance offers UK Dissertation Research Topics Services. When you Order Dissertation Services at PhD Assistance, we promise you the following – Plagiarism free, Always on Time, outstanding customer support, written to Standard, Unlimited Revisions support and High-quality Subject Matter Experts.
Learn More:http://bit.ly/3aomOF3
Contact Us:
For Any Queries : Website: https://www.phdassistance.com/
UK NO: +44–1143520021
India No: +91–4448137070
WhatsApp No: +91 91769 66446
Email: info@phdassistance.com
Research ethics and problems encountred by reseachers ErTARUNKASHNI
Definition of research ethics
Objective of research ethics
Importance of research ethics
Principles of research ethics
Do’s and don'ts of research ethics
Problems encountered by researchers
Research Questions, Objectives, and HypothesisAshok Pandey
With the objective of
To train the health professionals on health system research proposal development,
To acquaint the participants with health research process, and
To train basic managerial skills required to manage proposed health research.
Research Questions, Objectives, and Hypothesis is important.
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Research challenges
1. What are the main challenges in
undertaking Educational Research
and Training Evaluation and how
can these be overcome?
Matt McGovern
20th August 2o12
2. Key challenges
Three challenges
Aims and central questions: Lacking clarity
Methods: appropriate to answer questions
Data analysis and presentation: errors and
communication
3. 1) Aims and central questions
Unclear or conflicting project aims and questions
Expectations of different stakeholders
How achievable is the project ? How observable are
results/impacts?
The Managed Solution
A question that can be answered: limited and specific
Aims widely discussed and agreed upon
Time, methods and resources available
4. 2) Research Methods
Methods inappropriate for research aims
Methods used are those most comfortable with
Methods not appropriate for the topic under study and
capturing relevant data
The managed solution
Careful consideration of methods suitable for the
question posed
Imagination, creativity and flexibility
Practical considerations of participation
5. 3) Data analysis and presentation
Analysis and presentation challenges
using overly complex analysis, repurposing data or too
much data
Findings do not communicate to intended audience
The managed solution
Re focus analysis upon agreed aims
Flexible approach to dissemination
6. Conclusion
Clear aims, matched with appropriate research
methods
Practical and focussed approach to methods ,
including consideration of what participation involves
Analysis continually centred on research questions,
with findings presented to communicate
8. Challenges
Structured and focussed but flexible
Quality, capture experiences of course or actually
definitely state something
honestly might be a tick box exercise or instructed to
be positive. Get feedback into the report
Methods matched to answer the question, qualitative
methods to explore relationships but must start with
a specific question.
9. Purpose of educational research/
training evaluation
Answering a question
Evaluation: determine the level of merit
Should always be a way to capture experiences, views
, incidents
10. Time
Resources
Time of your research team
Time of your research participants
Quick questionnaire
11. Classic project managment
Identify all stakeholders and their objectives
Defining questions/ the scope of the study
Indentify the methods that will actually answer
questions/meet the objectives of stakeholders
Plan, consider risks and alternate plans
Implement and review
12. Quant challenges
Asking what you don’t know you didn’t know
Biased by participantion, online, email, not comfortable.
Include at end of course but less time for reflection.
Pressure to go too complicated go into inferential
statistics
14. Challenges
What you don’t know your don’t know
Participants: biases Those who are really passionate
either positively or negatively.
Difficult to research those who are indifferent, didn’t
complete the course, those who found it a waste of
time
15. Overcome
What you don’t know you didn’t know: hard, conreast and
black and white, not exploring relationships are valuable,
How many people completed the course?
Participant observation: see group dynamics, actual course
Not intensely personal, use a focus group/ group interview
, one on one interviews personal and biographical
Looking for effects: longitudinal aspect
16. Overcome: focussed but flexible
Initial interviews with key informants to inform
Questionnaire: short and focussed answering simple
questions
Focus group/ group interviews about the course
experience allowing to group stimulate discussion
18. Participation
Too busy to take part
How is your sample biased?
Those who had a bad experience at a training may not
want to take part in any research about it waste of
time. I stopped attending
Those who had a good or terrible , mildly mediocre
viewpoint gets lost
21. Overcome, small and specfic
Specific about what you are evaluating
More than just did they like the course
Fleixlble to overcome
Initial qualitative interviews with key informers, questionnaire to
gain hard data, even from those who so you are getting a
broad, inclusive picture, practical questions such as did you
complete the course or ansewre in a black and white way such
as did you contineu with the study afterwards, use questionaire
findings to do deeper and more specific, wider but more aware
questions than before, with particpants, with key informers
(those who designed and deliverd the course)
22. Key challenges
Three challenges
Aims and central questions: clear, specific and
achievable
Methods: appropriate participation and data capture
Data analysis and presentation: errors and
communication
Editor's Notes
Thank you for inviting for me for interview. As asked I’m going to present on what I believe are the main challenges in undertaking educational research and training evaluation. This presentation will last no more than ten minutes however I do have more to say on the topic, drawn from my wide experience in research so I hope we can explore that more in follow up questions.
To outline the presentation I’m going to speak about what I believe are the three central challenges in undertaking educational research and explain how each of these can be overcome, or a least, be well managed. First I will explain the challenge posed by lacking clarity on the aims and the central questions of the research. Secondly I will address the challenge of using the appropriate research methods to actually answer your central research question. Finally I will speak about the challenges of effective data analysis and presentation.
A critical challenge for any research project is setting a clear and achievable aim, which then can be fulfilled by specific and answerable questions. This is particularly important for education research and trainingevaluation, where determining which aspects to asses or evaluate will very likely mean that assessing other aspects is not possible. Even simple projects will have multiple stakeholders and can easily suffer from too many or over ambitions research questions, loading the project with conflicting expectations. The second aspect to consider is how achievable and answerable each research question is. For example a project might try to determine the impact of a training programme on learners. However impacts of a training course are very difficult to determine in isolation, and disentangle from other effects away from the course. Within training evaluations it would very unusual to have a comparison group who did not attend the training or large scale quantitative data to determine differences. Therefore some compromise on what and how can be credibly ascertained is to be expected. For example within my prior research work I was involved on a project to determine the impact of a soft skills training course for work place learners. The project accepted that given the elusive nature of this impact it would have to be evaluated via the views of the learners themselves and their line mangers, rather than any objective measure. Challenges around central project aims can be managed by a few strategies. Firstly to set a central research question that can actually be answered it is best to remain limited and specific. attempting to answering large questions or too many questions stretches credibility. This focussed approach requires that discussions take place with stakeholders' agreeing with what you are going to do but also what you are not going to be exploring in the project. This dovetails into a careful consideration of the time, methods and resources available to you. For example within my most recent research project to evaluating the soft skills course, it was possible to conduct interviews with learners after their course, with a follow up interview at six months, but not at 12 months due to the timescale of the project.
The second challenge I want to highlight is the appropriate selection of methods. Fundamentally the methods selected should be those that answer the research questions. However many researchers fall into the trap of using methods they have used before and are comfortable with and therefore struggle to adapt the data they gather to be relevant to their research project. Some methods may discourage participation in the project due to the time required or do not capture the data within those who do participate as they are inappropriate for a particular topic.For example long form one on one interviews are suitable for personal and sensitive topics. However they may not be the best match for evaluating a training course, which is a more everyday experience and which people may not have reflected upon. in my last project I found some interview participants could speak about their biography and career at length but did not have much to say about their recent training course. For these participants I would have liked to organised a focus group or a group interview where participants could share, compare and contrast experiences, and generating discussion between themselves which they could not in isolation. To manage these problems researchers should ask whether methods can truly answer the question posed. The design should come out of the study, rather than being imposed on the study.Matching methods to aims may require imagination , the creatively to use a new method, or the flexibility to adapt an existing one. Also researchers should consider the practical aspects of participation, what the experience of this participation would be and what data it will generate.
The final challenge I present here is that of the analysis and presentation of findings.Often within quantitative methods there is a danger of using overly complex analysis, for which the collected datais unsuitable. Also with qualitative data, researchers might find that they have too much data to review and summarise into concise findings.Also there is a possibility that the presented research does not communicate to its intended audience, either by being too long, too confusing or inaccessible. To move quantitative analysis away from overly complex methods the project may need to refocus upon its aims and perform only the analysis that will meet these. Also remember that complex analysis performed poorly is weaker compared to simple analysis performed well.To manage large amounts of qualitative data researchers should be analysing data as its collected so that this is a continuing process which is much more manageable.To ensure succesfil dissemination, researchers should presentfindings in different avenues,supplementing long reports, with shorter versions, videos posted on you tube, presentations and slideshows and short leaflets that speak simply to targeted audiences.
To conclude research challenges in educational research can be overcome by Clear aims, matched with appropriate research methodsPractical and focussed approach to methods , including consideration of what participation involvesAnalysis continually centred on the research questions, with findings presented to communicate
Classic trap of reserachers using the methods they are most comfortable, have used before.
NES Patient Safteyinitative ; measure reduction in adverse eventsSignificant event analysis training or patietn data trainingPerson centred care, persuation and negoationaitng skillsChecklists
To outline the presentation I’m going to speak about what I believe are the three central challenges in undertaking educational research and explain how each of these can be overcome, or a least be well managed. First I will explain the challenge posed by lacking clarity on the aims and the central questions of the research. Second I will argue that matching the appropriate research method to your central question is critical to success particularly in enabling the best type of participation and data capture and how this is particularly important for educational research. Finally I will speak about the challenges of making the most of research by effective data analysis and presention