International Journal of Research & Method in Education Pub Date : 2020-02-20 , DOI: 10.1080/1743727x.2020.1728526 Murad Abdu Saeed 1 , Huda Suleiman Al Qunayeer 2
ABSTRACT
Due to the complex nature of research methodology courses, the current study focused on implementing the active teaching and learning approach to a postgraduate research method course in a Malaysian university over an academic semester. A qualitative analysis of observations, instructor-learner interactional exchanges, students’ drafts of tasks and pre-course and focus group discussion was performed. The findings revealed three types of challenges: student-oriented challenges, subject-matter-related challenges and instructor-oriented challenges. Three main pedagogical strategies: instructional scaffolding, peer scaffolding and engaging the postgraduates in drafting their tasks were employed as a response to these challenges. Although the active teaching and learning practices resulted into students’ enhancement of the assigned research methodology tasks and positive research learning experience, such practices were time and effort-consuming. Therefore, future research will need to examine the applicability of our active teaching and learning approach to research methodology courses in different contexts.
中文翻译:
我们可以让研究生从事积极的研究方法学习吗?学习的挑战,策略和评估
摘要
由于研究方法学课程的复杂性,目前的研究重点是在一个学期内在一所马来西亚大学对研究生研究方法课程实施积极的教与学方法。进行了定性分析的意见,讲师与老师的互动交流,学生的任务草案,课前和焦点小组讨论。调查结果揭示了三种类型的挑战:面向学生的挑战,与主题相关的挑战和针对教师的挑战。为应对这些挑战,我们采用了三种主要的教学策略:教学支架,同伴支架和让研究生参与起草任务。尽管积极的教与学实践导致学生增强了分配的研究方法任务和积极的研究学习经验,但这种实践却很费时费力。因此,未来的研究将需要研究我们积极的教学方法在不同情况下对研究方法论课程的适用性。