SYLLABUS

RESEARCH METHODS AND MATERIALS

EDU 5900 ELMIRA COLLEGE

On-line Version [Note: We also will meet face-to-face for three sessions, November 28, December 5, and December 12 in a location to be determined so that participants can present and defend their research proposals.]

Fall, 2001

Roger Hiemstra, Professor

[Note: Learners will need a computer account and access to the World Wide Web]

Course Description and Rationale

Research in education is both different from and identical to research in other disciplines. It is different in that less precision and control frequently is a problem with which the researcher must deal. It is identical in that good design, variable manipulation, a thorough understanding of related literature/theory, and careful consideration of analysis requirements are necessary if the knowledge obtained is to be useful. Thus, good educational research requires considerable thought, careful planning, and judicious monitoring if the product is to be acceptable.

Researchers in education also need an inquiry frame of reference to understand all the problems and demands associated with the conceptualization, design, and implementation of a good research effort. Such a frame of reference must consider the needs associated with the research problem, the expertise of the researcher, and the desired end product (usually an acceptable and defensible research proposal). This course is designed, therefore, to promote or enhance your inquiry skills.

In other words, it is my expectation that you learn about and how to use the variety of resources available to you and that your skills in designing meaningful research will be increased. In addition, this course will be a setting in which study, dialogue, on-line and face-to-face interactions, and mutual exchange of ideas can take place. Furthermore, opportunities will be provided for peers and me to offer support and constructive criticism in developing an actual research proposal in an individual or team setting.

The general purpose of this course, therefore, is to help you become better qualified to plan, evaluate, and implement a research effort in education. Hopefully, you will grow in your knowledge of research design, resources, and tools, ability to make application of such knowledge, and personal confidence as a researcher. The course also is intended to build skills that will help you in any remaining graduate courses and prepare you for the final graduate seminar (AED 6000) or the thesis.

The Teaching and Learning Process

The adult learner should be actively involved in the learning processes and activities of the class. Such involvement should include assisting with your own needs and skills, participation with in and out of class activities, and evaluating the various learning efforts. Several kinds of techniques will be employed and learning options made available throughout the course relative to this philosophy. Thus, each learner will be asked to develop a learning contract that represents an individual commitment to obtaining new skills, upgrading existing competencies, and developing a research proposal.

Because of the nature of learning about research and the application of research methods and materials, there will be more straightforward "dispensing" of information than takes place in some other courses. A "variety" of techniques and approaches will be employed in an effort to "make" the necessary learning interesting and enjoyable. In addition, we will use our on-line discussions through Webboard a means for clarification, teamwork, and exploration

Areas for Learning

The following topics are provided to suggest the range of probable study areas. There are many additional topics that could be added to the list based upon your experience and need. Some may emerge as we progress through the term and we need to maintain the flexibility to deal with them. However, some of your personal needs may better be met through the learning contract and your subsequent individualized learning activities as opposed to dealing directly with them during in-class activities.

Competency Expectations

At the completion of the course, given active participation, each student should be able to perform with excellence in at least the following ways:

* Be able to understand and utilize the scientific approach to problem solving in educational research.

* Be able to adapt research techniques to the solution of problems in the education and training of adults.

* Be responsible for the content of any text materials and be familiar with a variety of other resource materials related to educational research, research in adult education, and your specific area of interest.

* Be able to carry out basic quantitative and qualitative data analysis, including statistical computations and any necessary support required for qualitative research decision-making.

* Be able to manage the research process by employing critical path analysis techniques.

* Be able to develop a thesis or other research project proposal, related narration, and appropriate data displays and present it to peers for their evaluation.

* Be able to critically evaluate research projects, reports, or journal articles in terms of their correctness or appropriateness.

Evaluation and Feedback

Evaluation of learners and the facilitator, including appropriate corresponding feedback, are integral parts of any learning system. Evaluation also is a tool for measuring personal progress toward individual or course goals. In addition, a formal institution like Elmira College requires that grades be established as marks for transcripts and degree completion.

In terms of feedback the communication process should indeed be a two-way street. Feedback should reflect not only how well class objectives are being met, the effectiveness of my instructional facilitation, and the extent to which individual needs are being fulfilled, but also the quality of student contribution and involvement, especially in light of this goal of each of you: To complete a research proposal just as expeditiously as possible. Consequently, your oral and written feedback relative to questions or concerns you have, more information you need, and any evaluation you have are welcome at any time.

Textbook Requirements

There are two required books:

1. Merriam, S., & Simpson, E. (2000). A Guide to Research for Educators and Trainers of Adults (2nd Edition). Malabar, FL: Robert E. Krieger (purchased through McGraw Book Store on the Elmira College campus, Krieger Publishing [ http://www.web4u.com/cgi-bin/full_page?1-57524-142-0], Amazon.com [ http://www.amazon.com/exec/obidos/ASIN/1575241420/o/qid=992207079/sr=2-3/ref=aps_sr_b_1_3/103-3301580-2443819], or via your local bookstore [have them order it]).

2. Roger Hiemstra (Compiler). (2001). Workbook/Supplemental Materials for EDU 5900. Syracuse, NY: CNY Program of Adult Education, Elmira College (provided before the course begins either on-line or via the U.S. Mail).

Course Requirements

Following are suggested requirements for the course. If you are new to the individualized instructional process or somewhat cautious regarding self-directed learning and the use of learning contracts, simply complete those learning activity requirements described below for the grade of B (if a learning activity is not completed to the qualitative expectations of yourself, the instructor, or some outside validator, you continue working on the activity until the desired level of competency and learning is achieved). The grade of A can be achieved by completing the B requirement plus any one of the suggested term projects. However, if you are comfortable with yourself as a self-directed learner and/or if you have experience in writing learning contracts, it should be noted that negotiated alternatives are welcome in meeting any of the requirements. In addition, time will be allotted in class to work on some of the learning activities.

1. Learning Activity #1 - Class Participation

Participate in the course discussion, evaluation, and learning activities.

Objective: To facilitate your growth in being an active course participant, including teamwork.

2. Learning Activity #2 - Learning Contract Design

Complete a self-diagnosis of needs relevant to the course content, design a learning contract (or plan) for meeting many of those needs, and carry out the planned activities. The course product will be a first and, if necessary, second draft of a learning contract.

Objective: To facilitate your analysis of competency limitations, subsequent design of learning activities to strengthen your limitations, and ability to develop a research proposal.

Learning Activity #3* - Library and Literature Review

Demonstrate an ability to use a library and other literature sources, carry out information retrieval, and write up a literature review. This activity will be facilitated by on-line materials and discussion to enable your understanding how to use basic library research materials, such as the ERIC system, available digests, dissertation abstracts, and the Social Sciences Citational Index. The course product will be the completion of an assignment pertaining to finding certain support materials and to writing a brief (4-10 pages) review of literature relevant for your area of interest.

Objective: To facilitate your obtaining a competency you feel comfortable with relative to reviewing literature, understanding sources of support in reviewing literature, understanding how to use the library and various other information sources, participating in an ERIC search, etc.

4. Learning Activity #4* - Quantitative and Qualitative Data Analysis

Demonstrate a basic understanding of quantitative statistical analysis and qualitative data analysis approaches. An introduction to statistics will be provided through various on-line activities and resources. In additional, various qualitative data assessment approaches will be demonstrated through our on-line resources. The course product will be completion of an examination available on-line (graded on a pass/incomplete/retake basis).

Objective: To enhance your understanding and ability to use various quantitative and qualitative data analysis approaches.

5. Learning Activity #5* - Readings and Journal Article Critique

Complete those readings necessary to introduce you to the educational research literature. Bibliographic lists will be provided  in the course workbook. Select two journal articles (articles you can access through your own professional library, in an academic library, or on-line), one that reflects quantitative research and one that reflects qualitative research and carry out a critique. The course product will be two written critiques or reports on your assessment of each article and its strengths and weaknesses.

Objectives:

(1) To facilitate your acquisition of a broad-based awareness/comprehension of related literature, especially as it relates to your subsequent research proposal and corresponding research methodology.

(2) To facilitate your ability to critically examine and discuss research reports.

6. Learning Activity #6* - Team Research Project

Demonstrate an ability to work in a team by analyzing data from an actual research project. Real data will be provided on-line for team members to utilize or actual data can be gathered by team members as negotiated in their learning contracts. Both quantitative and qualitative research data will be available on-line. The course product will be a team report pertaining to the research project.

Objective: To gain experience in analyzing data and writing an appropriate report.

7. Learning Activity #7* - Individual Research Proposal

Demonstrate an ability to conceptualize a research project, design a proposal, and communicate the research project to others. Working individually or in small groups if geographic proximity permits (2-3 people), you will develop and defend a research proposal related to actual or simulated future research during one of the three sessions we will spend face to face at the end of the semester. The course product will be a research proposal and abstract related to the in-class presentation.

Objective: To gain experience in developing and defending a research proposal.

_______________________________

*Alternatives to modify or replace listed requirements can be negotiated with me. For example, if you believe you have already mastered a specific competency, an extension of a listed requirement, a substitution activity or mastery of some new research need (related to the overall objective of completing your research) could be undertaken.

The following activity (in addition to the grade of B requirements) is for the grade of A if completed successfully as per the learning contract description:

8. Term Project (choose one of the following - the result typically will be a 5-25 page paper or product)

a. Complete a research project based on your proposal.

b. Construct a data collection instrument. This should include the design, validation, and utilization of results (data analysis). See me for specific assistance with this choice.

c. Acquaint yourself with the literature necessary to understand, defend and highlight a research problem and write a first draft of an appropriate review of literature. Contact me for specific assistance with this choice.

d. Write an article for publication related to your topic. Contact me for specific assistance with this choice.

e. Negotiate some special activity of your own choosing.

Objectives:

(1) To facilitate your carrying out in-depth study, acquisition, and comprehension of knowledge related to some course content area.

(2) To enhance your analytical skills in comparing, contrasting, and critically reflecting on various sources of information.

Tentative List of Topics to be Covered Through On-line Presentations and Discussions

In addition, during our face-to-face time together, learners will present and defend their research proposal.

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