Teaching Research Methods in an Internet-Based Blended-Learning Setting

Abstract

This article gives a survey of a blended learning approach called Vienna E-Lecturing (VEL), implemented in the course Research Methods and Evaluation, which is required by the psychology program at the University of Vienna, Austria. VEL replaces a main lecture and has been designed to teach methodological issues more effectively as well as to strengthen students' learning competences in this field. The program's conceptualization is based on instructional and motivational findings yielding the program's two main teaching principles: (1) networking and (2) optimal instructions. The Internet-based course lasts two semesters and is composed of 10 online learning modules and 11 face-to-face meetings (including tutorials). The modules, which are available successively via a learning platform, systematically instruct students to learn more effectively by cooperating and fulfilling different tasks within small groups. The current article describes the program's principles and theoretical background and outlines the 10 online modules. In addition, some module examples are given for illustration.

Student confidence in using and applying research methods whilst studying within a sport and exercise discipline

“…Reasons underpinning the absence of any high confidence scores cannot be determined from the present data but may reflect the suggestions above that research methods are a topic of concern, anxiety (Onwuegbuzie, 2004;Shober et al, 2006) or disinterest (Benson and Blackman, 2003) for students. Low confidence scores could also reflect a more diverse student cohort on the FdSc pathway.…”

“…Although making a direct comparison of confidence scores between FdSc and BSc students was not the main focus of this study, due to their contrasting stages of academic development, analysis did reveal that top-up degree students had significantly lower confidence scores in three main areas of research methods when compared to FdSc students; data analysis, interpreting research findings and presenting research findings. The finding that both student groups were least confident in data analysis was not unexpected; not only is the teaching and learning of statistics often unpopular amongst students (Shober et al, 2006) but for many this particular aspect of research methods causes a great deal of anxiety and stress (Onwuegbuzie, 2004;Shober et al, 2006). Although, these studies do not make direct reference to confidence scores, our data are in line with their findings and together they suggest that the teaching and learning of statistics and data analysis within a research methods course is one that should be addressed in order to enhance both student confidence and experience.…”

Research methods teaching in vocational environments: developing critical engagement with knowledge?

“…They demonstrated resistance to learning about research methods, particularly quantitative data, although the use of quantitative research methods had been widespread in the degree as a whole (Williams, Collett, and Rice 2004). Similar studies have recorded a preference amongst students to write essays rather than analysing data, highlighting factors such as disinterest, anxiety and a lack of confidence with respect to the use and analysis of quantitative research methods (MacInnes 2012; Shober et al 2006;Williams et al 2008).…”

Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

“…Because a strong negative utility value, in turn, provokes a heightened level of anxiety, it must be considered to bias students' statistical learning and course outcomes in a most unfavorable way (Markle, 2017;Papanastasiou & Zembylas, 2008). Therefore, this particular finding stresses the need for appropriate instructional conceptualizations and learning formats (Cybinski & Selvanathan, 2005;Schober, Wagner, Reimann, Atria, & Spiel, 2006) which should pay more attention to students' self-beliefs and, most urgently, their task values (Chiesi & Primi, 2018). Otherwise, method courses are at risk to unwantedly impede the learning of statistics and to produce insufficient learning outcomes.…”