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Autor/inn/enSaeed, Murad Abdu; Al Qunayeer, Huda Suleiman
TitelCan We Engage Postgraduates in Active Research Methodology Learning? Challenges, Strategies and Evaluation of Learning
QuelleIn: International Journal of Research & Method in Education, 44 (2021) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Saeed, Murad Abdu)
ORCID (Al Qunayeer, Huda Suleiman)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1743-727X
DOI10.1080/1743727X.2020.1728526
SchlagwörterResearch Methodology; Courses; Research Training; Graduate Students; Active Learning; Foreign Countries; College Faculty; Student Experience; Teaching Methods; Scaffolding (Teaching Technique); Masters Programs; Problems; Malaysia
AbstractDue 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. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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