On completion of the course you will be able to:
- Demonstrate critical awareness of key aspects of epistemology, validity and ethics as they relate to social science and digital education research
- Locate and critically analyse published research
- Engage with a range of data collection and analysis methods and approaches
- Effectively plan a programme of research, identifying appropriate research questions and how they might be addressed by particular methodological approaches
- Demonstrate an awareness of academic conventions in the presentation of research
*Updated November 2018*
Week 1-2: Thinking like a researcher
Week 3: Reviewing literature
Week 4, 5, 6: Exploring research approaches
Week 7: Getting to grips with research ethics
Week 8-9: Analysing data
Week 10: Designing a dissertation project
Week 11-12: Preparing your proposal
*Updated November 2018*
Data Analysis (30%): You will report back an the analysis exercise you undertake during the course, including the process you followed, the decisions you made about the analysis, and what you found. You will formulate a research question which can be addressed (at least in part) by references to your chosen data. (1000 words)
Research Proposal (70%): This final assignment will also be the proposal for your dissertation project. It will describe the research topic or question you plan to address, the background to this topic including an indication of what your literature review will contain, your research methodology, timescale, and ethical considerations. (3000 words)
Methods will include supported independent study, participation in course activities (including project work on data sets provided), asynchronous group discussions, and optional synchronous tutorials.
Indicative reading is:
*Arthur, J., Waring, M., Coe, R. and Hedges, L. (eds) (2012). Research Methods and Methodologies in Education. London, Sage.
Eisner, E. (1992). Objectivity in Educational Research. Curriculum Inquiry, 22/1. 9-15.
Phillips, D. (1990). Subjectivity and objectivity: An objective inquiry. In Eisner, E and Peshkin, A (eds) Qualitative Inquiry in Education: The Continuing Debate. New York: Teacher’s College.
Selwyn, N. (2012). Ten suggestions for improving academic research in education and technology, Learning, Media and Technology. iFirst, 2012.
*Core textbook – to be purchased before the start of the course.
As with all courses, you will be required to have regular access to a computer with a good broadband connection, and will be responsible for providing your own computing equipment and consumables. For synchronous tutorials you will need headphones, microphone and camera.
You will need to purchase the core textbook before the start of the course. All additional readings will be provided online.