college of engineering engineering education stepping stones 2006 types of research putting these...
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College of EngineeringEngineering Education
Stepping Stones 2006
Types of Research
Putting these studies in context
Modes of Research
• Classical experimentation: logico-scientific inquiry, esp. randomized experiments
• Mixed-methods: a coordinated use of qualitative and quantitative methods
• Interpretive research: understanding the insider’s perspective
Kinds of Studies• Case Study (Angela)• Randomized Experiment (~Vanya)• Task-based Experiment (~Jan-Erik)• Interview-based• Survey Research (Ilona, Mattias+)• Time Series / Longitudinal (Jürgen?)• Epidemiological / Policy Analysis (Bologna?)• Ethnographic / Observational Study• Design Experiment (Maria?)
Focus of Analysis
• Timescales of educational phenomena (Lemke)– Hour
– Day
– Week
– Year
– Years
– Generations
– Etc.
Focus of Analysis• Units of analysis (who / what studying)
– People (Students, groups, teams, etc.)
– Content (concepts)
– Etc.
• Planes of analysis (point of view)– Biological
– Cognitive
– Social / interpersonal
– Community / cultural
– Institutional
– Societal / historical
Controlled / Design Experiment Continuum
Controlled Exp. Design Exp.Aim: Test hypotheses / causal relationships, inform practice
Aim: Build humble theory, actively bridge research/ practice
Controlled / Design Experiment Continuum
Controlled Exp. Design Exp.Aim: Test hypotheses / causal relationships, inform practice
Aim: Build humble theory, actively bridge research/ practice
Analysis of interventions Interventionist via iterative cycles (theorize, design, enact, analyze)
Controlled / Design Experiment Continuum
Controlled Exp. Design Exp.Aim: Test hypotheses / causal relationships, inform practice
Aim: Build humble theory, actively bridge research/ practice
Analysis of interventions Interventionist via iterative cycles (theorize, design, enact, analyze)
Techniques: Typically quantitative
Techniques: Typically mixed methods and interdisciplinary
Controlled / Design Experiment Continuum
Controlled Exp. Design Exp.Aim: Test hypotheses / causal relationships, inform practice
Aim: Build humble theory, actively bridge research/ practice
Analysis of interventions Interventionist via iterative cycles (theorize, design, enact, analyze)
Techniques: Typically quantitative
Techniques: Typically mixed methods and interdisciplinary
Implementation: Knowledge to control phenomena of interest (lab-like settings), control means of learning, can randomize participants
Implementation: Enable conditions for phenomena of interest, simultaneously study and enable learning, real setting (can’t randomize)
Controlled / Design Experiment Continuum
Controlled Exp. Design Exp.Aim: Test hypotheses / causal relationships, inform practice
Aim: Build humble theory, actively bridge research/ practice
Analysis of interventions Interventionist via iterative cycles (theorize, design, enact, analyze)
Techniques: Typically quantitative
Techniques: Typically mixed methods and interdisciplinary
Implementation: Knowledge to control phenomena of interest (lab-like settings), control means of learning, can randomize participants
Implementation: Enable conditions for phenomena of interest, simultaneously study and enable learning, real setting (can’t randomize)
Example: How do individuals learn from the activities they experience both in and out of school?
Example: How can individuals learn from the activities they experience both in and out of school?
Quasi- Experimental
SoTL / Research Continuum
SoTL ResearchAim: Specific goals Aim: General goals
Disseminate: Local Disseminate: Public
SoTL / Research Continuum
SoTL ResearchAim: Specific goals Aim: General goals
Disseminate: Local Disseminate: Public
Techniques: Various Techniques: Various
Timelines: Baseline and longitudinal
Timeline: Baseline and longitudinal
SoTL / Research Continuum
SoTL ResearchAim: Specific goals Aim: General goals
Disseminate: Local Disseminate: Public
Techniques: Various Techniques: Various
Timelines: Baseline and longitudinal
Timeline: Baseline and longitudinal
Example: Did the students in my spring Introductory Psychology course perform better on their weekly quizzes when I changed to a more interactive format?
Example: Does an interactive format in introductory psychology courses improve student performance?
What factors influence
improvement in student
performance in my Introductory
Psychology courses? (How
are goals associated with
outcomes?)