MDDE 602: Research Methods in Distance Education

Télé-Université credit:  EDU 6301 |  TELUQ

Delivery mode: Grouped study using Moodle

Credits: 3 - Core course

Prerequisites: MDDE 601

Instructor Spring 2012: Cynthia Blodgett

Overview

This is a core course in the Master of Education in Distance Education degree program on the subject of research design and data collection methods. This course was created for students in a professional program in distance education. It focuses on the tenets of sound research practice to allow students to make reasoned judgments about research they read or undertake. It will result in students understanding the relationship between research and knowledge development in distance education.

On completion of MDDE 602, students will understand and be able to evaluate project design, data collection, and data analyses common in academic and professional journals. Students who wish to complete a project or thesis will have foundational knowledge in research design and methods, including a decision-making framework for identifying research questions and choosing an appropriate research design.

Course Objectives

1. Understanding the research process: It is the role of those with a graduate-level education to manage society’s knowledge base, such that it is an appropriate and useable entity to guide and shape human existence. The research process is the mechanism by which society’s knowledge base is developed and managed. Understanding the research process teaches students how new knowledge is generated and evaluated, and former knowledge is checked, replicated and reconstituted.
   
   
2. Differentiating between small ‘r’ and big ‘R’ research: In this course, small ‘r’ research means research completed to develop and inform our individual knowledge and decisions. Small ‘r’ research taps the collective knowledge base in order to develop our own! Big ‘R’ research refers to adding to the collective knowledge held by society. Big “R’ research starts with a comprehensive understanding of what society knows about a topic. Research is then designed to replicate, verify or augment that which is already known. This research may be descriptive, exploratory (in reference to possible relationships between concepts) or explanatory (testing the plausibility of cause and effect relationships between concepts). Graduate education focuses on big ‘R’ research.
   
   
3. Becoming an informed consumer: Students will understand the research process so they can analyse and evaluate the research concepts, designs and processes they are exposed to. For students who wish to be discerning ‘consumers’ of knowledge, this course is adequate. For students who wish to be researchers themselves, more courses in specific research methods and research tools are required.
   
   
4. Becoming critical thinkers: Learning about and informing research activity facilitates the development of well-reasoned argument. Learning the process of identifying a sound research or project question requires exposure to, and understanding of a rational, careful, thorough thought process. In addition, identification of the question must be made in reference to an already well-reasoned body of literature. Analyzing, synthesizing and evaluating current knowledge on an issue or question is a central part of the research design process. These activities contribute to the development of higher-order thinking skills desirable in graduate students in either professional or discipline-based programs, doing thesis or project work as their culminating assignment.

Course Outline

Student activities

The following activities are recommended learning strategies for MDDE 602:

1. Engage in e-mail contact with the instructor and other students as required.
2. Read all required material.
3. Document or journal key concepts and insights from reading, reflecting and conversing about course content.
4. Review concepts (key terms) and answer questions at the end of each chapter in the Neuman text.
5. Answer reflection questions listed in the course guide.
6. Participate in online conferences.
7. Use self-assessment quizzes
8. Complete all required assignments.
9. For each unit the Study Guide contains:

 

Note: Although the chapter questions in the Neuman text are not part of the assignment submissions, it is strongly recommended that the student answer questions at the end of each chapter.

Student Evaluation

Four required assignments and the weighting for conference participation are described in detail in the Assignment Manual, available from the instructor or on the course web-site. Specific directions are given for each assignment and the student is advised to carry out each step with due care and attention. Generally, the assignments consist of the following:

• analysis of simulated data that results from the implementation of a quantitative approach to research;
  
  
• analysis of simulated text that results from the implementation of a qualitative approach to research;
  
  
• composition of two papers
  
  

Assignment #1: Research Design Evaluation and Critique	15%
Assignment #2: Analyzing Quantitative Data	20%
Assignment #3: Analyzing Qualitative Data	20%
Assignment #4 (final): Research Article Critique 30%	30%
Conference participation	15%
	100%

 

Course Materials

This course is designed as a blended delivery model of independent study with online interaction. Required course materials are:

1. Text:
   
   Neuman, W.L. (2003). Social research methods: Qualitative and quantitative approaches (7th ed.). Toronto: Allyn & Bacon.
   
   Neuman’s text has guided research knowledge and skill development for students worldwide. Approach the text as foundation content for your learning and a reference book for the future. Mark and organize accordingly.
   
   
2. Additional readings:
   
   Shulman, L.S. (1997) Disciplines of inquiry in education: a new overview. In Jaegar, R.M., (ed.), Complementary methods for research in education, 2nd edition. Washington, D.C.: American Educational Research Association. (23 pages). Unit 1, topic 1.
   
   Garrison, D.R. & Shale, D. (1994). Methodological issues: philosophical differences and complementary methodologies. In Garrison, D. R. (Ed.), Research perspectives in adult education. Florida: Krieger. (21 pages). Unit 1, topic 2.
   
   Garrison, D.R. (2000). Theoretical challenges for distance education in the 21st century. International Review of Research in Open and Distance Learning 1(1). Retrieved November 29, 2002 from: http://www.irrodl.org/content/v1.1/randy.html. (9 pages). Unit 1, topic 3.
   
   Jarvis, P. (1999) Theory re-conceptualized. In The practitioner-researcher: Developing theory from practice. San Francisco: Jossey-Bass. (10 pages). Unit 1, topic 3.
   
   Jarvis, P. (1999) From practice to theory. In The practitioner-researcher: Developing theory from practice. San Francisco: Jossey-Bass. (7 pages). Unit 1, topic 3.
   
   Jarvis, P. (1999) Action research. In The practitioner-researcher: Developing theory from practice. San Francisco: Jossey-Bass. (13 pages). Unit 2, topic 1.
   
   Saba, F. (2000) Research in distance education: a status report. International Review of Research in Open and Distance Learning 1(1). Retrieved February 21, 2002 from: http://www.irrodl.org/content/v1.1/farhad.pdf (9 pages). Unit 2, topic 1.
   
   McMillan, J.H. & Schumacher, S. (2001). Case study design. In Research in education: A conceptual introduction. Toronto: Addison Wesley Longman, Inc. (3 pages). Unit 2, topic 4.
   
   Hayes, E.R. (1991) A brief guide to critiquing research. New Directions for Continuing Education, 51(Fall). (13 pages). Unit 4, topic 1.
   
   Kuyper, B.J. (1991) Bringing up scientists in the art of critiquing research. BioScience, 41 (4). (3 pages). Unit 4, topic 1.
   
   Easterby-Smith, M.,Thorpe, R., & Lowe, A. (1991) Chapter 4: The politics of management research. In Management Research: An Introduction. Thousand Oaks: Sage Publications. Unit 4, topic 2.
   
   
3. Statistical Program for the Social Sciences (SPSS) Student Version.
   
   
4. Online study guide.
   
   
5. Assignment manual.
   

Get Started Early

MDDE 602 Checklist (MS Word)

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¹ As identified by Mauch, J.E. & Birch, J.W. ( 1998) Guide to the Successful Thesis and Dissertation. New York: Marcel, Dekker, Inc. See a definition of higher order thinking skills as outlined in Resnick, L.B. (1987). Education and learning to think. Washington D.C. : National Academic Press.

 

 

CDE - Last updated by MM February 06, 2012