State of Qualitative Research in Engineering Education: Meta‐Analysis of JEE Articles, 2005–2006

Koro‐Ljungberg, Mirka; Douglas, Elliot P.

doi:10.1002/j.2168-9830.2008.tb00965.x

Cited by 107 publications

(103 citation statements)

References 44 publications

(30 reference statements)

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“…Based on the literature review related to research methodology characteristics, it can be summarized that the main components underlying research methodology included research question formulation (Koro-Ljungberg & Douglas, 2008), related literature review (Burn, 2012), research design (Goba, Balfour, & Nkambule, 2011;Koro-Ljungberg & Douglas, 2008;Samkange, 2012), sample identification (Burn, 2012;Goba, Balfour, & Nkambule, 2011), instrument development and validation (Goba, Balfour, & Nkambule, 2011), data collection (Burn, 2012;Koro-Ljungberg & Douglas, 2008;Samkange, 2012), and data analysis and interpretation (Burn, 2012;Goba, Balfour & Nkambule, 2011;Koro-Ljungberg & Douglas, 2008;Chansakul, 2004). Drawing upon the literature review, the present study, therefore, incorporated eight fundamental characteristics as integral components of educational research methodology.…”

Section: Principal Components Of Research Methodologymentioning

confidence: 99%

“…These procedures are considered as part of research design. (Goba, Balfour, & Nkambule, 2011;Koro-Ljungberg & Douglas, 2008;Samkange, 2012).…”

Section: A Body Of Knowledge Of Research Methodologymentioning

confidence: 99%

“…Findings from these studies indeed informed the trend and direction of future educational research methodology. With regard to a synthesis of educational research methodology, while several studies (e.g., Wiratchai, 1995;Kanjanawasee, 1995;Chansakul, 2004;Koro-Ljungberg & Douglas, 2008;Goba, Balfour, & Nkambule, 2011;Burn, 2012;Samkange, 2012) were carried out to synthesize a body of knowledge relevant to educational research methodology, the focus of them were placed primarily upon certain issues related to educational research methodology. Moreover, Thai researchers had several misconceptions about educational research methodology (KeawFong, 2006;Wiratchai & Wongwanich, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Critiques on Thai Educational Research Methodology

Lapanachokdee¹,

Lawthong²,

Piyapimonsit³

2016

ASS

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This critique aimed to; 1) synthesize a body of knowledge of educational research methodology, 2) analyze and compare educational research methodology in Thai and international research articles, and 3) critique problems, strengths and weaknesses and put forward suggestions for standardizing Thai educational research methodology. Data were obtained from eight international textbooks, 95 articles and four Thai educational research methodology experts. Results revealed that the principles and international standards of educational research methodology included eight methodological categories which covered 34 characteristics. Findings from a comparison of Thai and international research articles indicated that Thai and international research articles were similar in 15 characteristics and different in five characteristics. Thai research articles had six problems relating to educational research methodology: information searching and English skills, educational research instruction, lack of experts in educational research methodology, research finding distribution, educational researcher development, and research article format.

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Section: Principal Components Of Research Methodologymentioning

confidence: 99%

“…These procedures are considered as part of research design. (Goba, Balfour, & Nkambule, 2011;Koro-Ljungberg & Douglas, 2008;Samkange, 2012).…”

Section: A Body Of Knowledge Of Research Methodologymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Critiques on Thai Educational Research Methodology

Lapanachokdee¹,

Lawthong²,

Piyapimonsit³

2016

ASS

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“…Engineering research has traditionally adopted positivist research approaches using quantitative methods (Borrego et al, 2009;Gawlik, 2016;Koro-Ljungberg & Douglas, 2008;Zhou, 2012). However, the dominance of this research paradigm and method is starting to change in some Engineering disciplines.…”

Section: Introductionmentioning

confidence: 99%

Coherence and transparency: some advice for qualitative researchers

Coombs

2017

Prod.

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There is relatively little advice in the Engineering domain for undertaking qualitative studies. Researchers have to rely on generic guidance that may result in imprecise application of qualitative methods. A related discipline to Engineering is Information Systems (IS) and the experiences of the IS domain may provide some useful insights for undertaking qualitative studies. This paper synthesizes the guidance from the IS community for crafting high quality qualitative studies and manuscripts. It reports on five themes: i) Establishing philosophical underpinnings; ii) Clarifying theoretical aims; iii) Selecting qualitative methods; iv) Demonstrating rigour in qualitative data analysis; and v) Grappling with generalisation. The review stresses the importance of coherence and transparency for crafting qualitative research manuscripts and provides a list of reflective questions for qualitative research design.

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“…(pp. [18][19] Henderson et al 15 also pointed to fallacies embedded within this highly prescribed and individualistic approach: a lack of a "meaningful role for typical faculty to play in the change," and a failure to account for the "environments and structures that [STEM] and Dancy 14 found that, while physics faculty members generally agreed with educational researchers concerning the nature of proposed interventions, the faculty resisted direct implementation of interventions prescribed by the researchers. Instead, faculty frequently "reinvented" the interventions to fit their particular learning environments and teaching practices prior to implementation (p. 81).…”

Section: Literature Reviewmentioning

confidence: 99%

Perspectives of Pedagogical Change Within a Broadcast STEM Course

Minichiello¹,

Campbell²,

Dorward³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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As calls for pedagogical transformation of undergraduate science, technology, engineering, and mathematics (STEM) instruction intensify, the pace of change remains slow. The literature shows that research-based instructional strategies transfer only sporadically into STEM instructional practice. Difficulties associated with implementation and sustainment of instructional change may appear daunting-if not insurmountable-to many STEM change agents and teaching faculty. Subsequently, the path towards systematic and lasting pedagogical transformation in post-secondary STEM stands largely uncharted.To understand how challenges faced by STEM educators engaged in pedagogical change may be overcome, this paper uses qualitative inquiry to explore an emergent process of teacher change. The change process took place during implementation of an online innovation within an undergraduate engineering calculus course taught via synchronous broadcast at a mid-size, Western, public university. The instructional innovation required first year calculus students to participate in an asynchronous, online discussion forum for graded credit. Data, consisting of written reflections and transcribed interviews, were gathered from three STEM faculty members who each played a different role in the change process: a mathematics instructor implementing the online forum within his course; an engineering faculty peer-mentor assisting with the implementation of the online forum; and a STEM education faculty member evaluating the implementation and observing the process of change. Situated within the interpretive research paradigm, this study uses exploratory thematic analysis of narrative data to understand the ways in which contextual factors may influence pedagogical change. Introduction Amid increasing calls for science, technology, engineering, and mathematics (STEM) pedagogical transformation 1, 24 and growing concerns over the lack of transfer of research-based instructional strategies to STEM 23, 24 classrooms, several scholars 2,3,12 advocate for a deeper understanding of instructional change within STEM disciplines. Henderson et al. 12 summarized the situation saying, "the state of change strategies and the study of changes strategies are weak and …research communities that study and enact change are largely isolated from one-another" (p. 1). Borrego and Henderson 3 suggested that efforts toward pedagogical change in STEM remain unsystematic and that STEM fields have not, as yet, developed an understanding of how and when to implement the variety of change approaches now documented within the research literature (pp. 222-223). Therefore, the current state of the instructional change literature in STEM indicates a need for more exploratory work and provides impetus for this study. Background to the Study

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State of Qualitative Research in Engineering Education: Meta‐Analysis of JEE Articles, 2005–2006

Cited by 107 publications

References 44 publications

Critiques on Thai Educational Research Methodology

Critiques on Thai Educational Research Methodology

Coherence and transparency: some advice for qualitative researchers

Perspectives of Pedagogical Change Within a Broadcast STEM Course

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