A Comparison Study of On-campus and Online Learning Outcomes for a Research Methods Course

Identifying impediments to learning can help both instructors and students. In this study students (N ¼ 222) from across the nationlisted concepts from research methods they found the most challenging—“potholes” or impediments to learning, and also ratedthe difficulty of various concepts from the class. We also measured student attitudes and perceptions of the course. Our resultsshowed validity is one of the hardest concepts for students to understand in RM. Not surprisingly, within a list of concepts inresearch methods, students tend to be tripped up by terms of similar grouping. Perceptions of a research methods course wasstrongly related to the students’ attitudes and canonical correlation analysis revealed several important findings from our data set.For example, we found that when students perceive more value, expectancy for success, cognitive strategies, and resourcesmanagement strategies, they are less likely to be challenged by the concepts of samples and variables and threats to internalvalidity. Our findings provide a clear map of student potholes in research methods courses and suggest ways to change studentattitudes about the same.

Download Full-text

The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course

Teaching Sociology ◽

10.1177/0092055x15578033 ◽

2015 ◽

Vol 43 (3) ◽

pp. 201-213 ◽

Cited By ~ 9

Author(s):

Jessica A. Crowe ◽

Tony Silva ◽

Ryan Ceresola

Keyword(s):

Student Learning ◽

Peer Review ◽

Learning Outcomes ◽

Research Methods ◽

Student Learning Outcomes ◽

Methods Course

Download Full-text

Implementation and Mixed-Methods Evaluation of Team-Based Learning in a Graduate Public Health Research Methods Course

Pedagogy in Health Promotion ◽

10.1177/2373379917707222 ◽

2017 ◽

Vol 4 (2) ◽

pp. 140-150 ◽

Cited By ~ 3

Author(s):

Delia L. Lang ◽

Elizabeth Reisinger Walker ◽

Riley J. Steiner ◽

Rebecca C. Woodruff

Keyword(s):

Public Health ◽

Focus Groups ◽

Learning Outcomes ◽

Research Methods ◽

Behavioral Science ◽

Collaborative Work ◽

Methods Course ◽

Master Of Public Health ◽

Team Based Learning ◽

Course Material

Master of Public Health (MPH) students must develop skills to work in collaborative, interdisciplinary, and interprofessional teams upon graduation. Teaching pedagogies that involve active learning and collaboration between students, such as team-based learning (TBL), may be helpful in preparing students to work in teams. To our knowledge, there is no literature examining TBL specifically in the context of graduate public health education to date. This study evaluated the implementation of TBL in a Behavioral Science Research Methods course on the following outcomes: (a) engagement with the course material, (b) perceived effectiveness of TBL components, (c) experience working in teams, and (d) perceived mastery of learning outcomes. We conducted a survey of first-year MPH students enrolled in the TBL research methods course ( n = 45 respondents) and three focus groups ( n = 17 total). Two focus groups were conducted with second-year MPH students who previously took a lecture-based version of the course ( n = 10 total). Overall, students in the TBL research methods course felt confident in their mastery of learning outcomes. Students appeared more engaged with the TBL course material than with material from lecture-based courses. They also perceived this instructional method to be effective in facilitating learning. Main themes that emerged around working in teams included the central role of teammates in students’ learning, the logistic and procedural roles students took on within their teams, and team dynamics. The TBL format engages MPH students in course content and has strong potential for preparing students for collaborative work in diverse teams.

Download Full-text

The Synergy of Teachers and Parents through the Utilization of Online Learning Technology in Class II MI NU Miftahul Tholibin Kudus

Jurnal Teknologi Pembelajaran ◽

10.25217/jtep.v1i01.1270 ◽

2021 ◽

Vol 1 (01) ◽

pp. 1-7

Author(s):

Anni Qurrotul Aini ◽

Elya Umi Hanik

Keyword(s):

Qualitative Research ◽

Online Learning ◽

Cognitive Development ◽

Student Learning ◽

Learning Outcomes ◽

Research Methods ◽

Student Learning Outcomes ◽

Class Ii ◽

Learning Technology ◽

Teachers And Parents

Learning that is carried out online requires students to learn independently. Some students are not on time and even forget to take part in online learning which is done online. The beginning of online learning makes students lag behind in lessons so they don't understand the lesson. For that, it is necessary to build synergy between teachers and parents of students in order to realize the success of online learning. This study aims to determine how communication between teachers and parents in achieving learning achievement during the Covid-19 pandemic through the use of learning technology and to determine the extent of student learning outcomes in online learning using current learning technology. In this study using qualitative research methods. This type of qualitative research used by researchers is in the field. Communication between teachers and parents of class II MI NU Miftahut Tholibin Kudus during the Covid-19 pandemic was carried out via smartphones on the Whatsapp application. Through WhatsApp private chat, teachers can ask questions about students' cognitive development. Likewise, parents and teachers can ask questions about teaching materials that have not been understood so far. Meanwhile, student skills can be seen by the teacher via video call or zoom. Student learning outcomes during online learning are less satisfying than normal learning.

Download Full-text