Linking research, teaching and learning within the discipline Evaluating student learning through real life research in sports development

Allin, Linda

doi:10.3794/johlste.91.261

Cited by 3 publications

(2 citation statements)

References 17 publications

(16 reference statements)

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“…At a minimum, learning how to become a researcher should cater for analysis skills relevant to the wider learning process across different modules since it enables students to engage more clearly with different texts that are directly based on active research (Ryan, Saunders, Rainsford, & Thompson, 2014). However, there is general acknowledgement that skills developed through such activities also promote skills such as time management, organisation and self-directed learning are frequently highlighted (Allin, 2010;Huggins, Jenkins, & Scurry, 2007;Stefani, Clarke, & Littlejohn, 2000), and such development is seen as "central to professional life in the twenty-first century" (Brew, 2006, p. 7). Such wide-reaching implications highlight the significance of ensuring success in the process of training students to become researchers.…”

Section: Students As Researchersmentioning

confidence: 99%

“…The role of experience provided by teaching staff is not only highlighted in traditional educational approaches in general but in research education in particular (Allin, 2010;Boud & Lee, 2005;Chang, 2005;Healey & Jenkins, 2009;Johnson, Herd, & Tisdall, 2002). However, while lecturers contributing to the teaching of research methods have experience of carrying out research projects this experience may be too advanced for student purposes.…”

Section: Learning From the Learned: The Role Of Peers For Community Imentioning

confidence: 99%

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From Research Methods to Methodical Researcher: Making Use of the Student Voice Towards a More Comprehensive Module Evaluation

Hast

2014

JET

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It is not uncommon for undergraduate students to feel aversion towards research methods teaching. This does not change the fact that research methods play a key role in their education. Targeting module design is imperative to ensure success. However, end-of-module student evaluations may provide a false sense of security regarding satisfaction and learnt knowledge. In order to approach module design more effectively it may instead be necessary to view module evaluations from a delayed perspective. The present study addressed student perceptions of a second year social science research methods module and the related final year dissertation module, thereby offering two perspectives on research methods. Both preand post-dissertation students participated in a survey evaluating their theoretical and practical knowledge as well as issues surrounding confidence in carrying out independent research. The key findings demonstrate that end-of-module evaluations do appear to give good insight into research methods teaching but that post-dissertation students provided critical input that could not be gained from end-of-module evaluations alone. As a whole, the findings demonstrate that making more comprehensive use of different student perspectives may be essential to ensuring appropriate teaching design and, as a result, student satisfaction and success as independent researchers.

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Section: Students As Researchersmentioning

confidence: 99%

Section: Learning From the Learned: The Role Of Peers For Community Imentioning

confidence: 99%