research seminars in it in education (mit6003) research methodology ii dr jacky pow
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Research Seminars inIT in Education(MIT6003)
Research Methodology II
Dr Jacky Pow
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Agenda
Informed consent Confidentiality and anonymous Recommendation for improvement Research ethics Future research agenda Current research trend
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Informed consent
Informed consent generally implies that the person – has the capacity to consent, – has been informed of significant information
concerning the procedure, – has freely and without undue influence
expressed consent, and – has given their consent and it has been
appropriately documented (Oregon State University, 2004)
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Informed consent statement
An example of the general statement:– “I have been informed and understand the
personal and professional risks involved by participating in this study. I agree to assume those risks. I have read and that I understand the procedures described in this form, and my participation is purely voluntary, without any promise of special rewards as a result of my participation.”
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Informed consent form
An informed consent form should contain but not limited to the following items:– Title of the research– Purpose – Foreseeable Risks – Benefits of the Study – Confidentiality / anonymity– Voluntary Participation Statement – Contacts
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Informed consent to research
1. Informs participants of the nature of the research, explains the purpose and procedures to be followed
2. Informs participants that they are free to participate or to decline to participate or to withdraw from the research
3. Describes any limitations on confidentiality
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Informed consent to research
4. Explains the foreseeable consequences of declining or withdrawing; they inform participants of significant factors that may be expected to influence their willingness to participate (such as risks, discomfort, adverse effects, or limitations on confidentiality)
5. Explains other aspects about which the prospective participants inquire including, but not limited to: procedures that are experimental or relatively untried, and the benefits or changes in individuals or organizations that might be reasonably expected
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Informed consent to research
6. When conducting research with individuals such as students or subordinates, take special care to protect the prospective participants from adverse consequences of declining or withdrawing from participation
7. When research participation is a course requirement or opportunity for extra credit, the prospective participant is given the choice of equitable alternative activities
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Informed consent to research
8. When providing appropriate information about the nature, results, and conclusions of the research, the professional attempts to correct any misconceptions that participants may have, and
9. Takes reasonable measures to honor all commitments they have made to research participants
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Dispensing with informed consent
Research that involving only anonymous questionnaires, naturalistic observations, or certain kinds of archival research does not require the informed consent of research participants
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Confidentiality
To protect the participants To enhance the validity of data The findings are for specific purposes only and
under no circumstances will the findings be disclosed (except by law or negotiated consent of the participants)
No one will be individually identifiable in any way by you, that all your tables, reports, and publications will only discuss findings in the aggregate
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Anonymous
To protect the participants (especially in qualitative research)
To enhance the validity of data The results are to be published but
– No name would be mentioned– No clues for identifying the participants
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Recommendation for improvement
What will you do if you are going to conduct the study again?
Provide justifications about your proposed changes
Are there any foreseeable difficulties?
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Educational research ethics Guideline:
– Subjects should be given a fair explanation of the purpose and procedures of the research
– Subjects should be given a description of any reasonable risks or discomforts expected
– Subjects should be told of any possible benefits to be obtained by participating
– Researchers should disclose any alternative procedures that might be advantageous to the subject
– Researchers should offer to answer any questions subjects may have during the research
– Subjects should be told they are free to withdraw and discontinue participation at any time
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Educational research ethics
No such thing as perfectly ethical research Reynolds, P. (1982). Ethics and Social
Science Research. Englewood Cliffs, NJ: Prentice Hall.
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Class activity
What is the relationship between academic freedom and research ethics? Which one do you think is more important?
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Future research agenda
After you have done your research, you should have more knowledge about the area of study
Hence you should be in the best position to suggest further research along your line of research
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Current research trend(Based on Burkhardt and Schoenfeld, 2003)
Teachers and administrators seldom turn to research when they have problems– A lack of credible models of employing educational
research to shape educational practice
– Traditions of educational research are not aligned with the effective models of research and practice (R-P models)
A lack of support and incentive to do research (e.g., classroom research) in schools– Most of the educational research were conducted by
university
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Six current R-P models in education Model 1: teachers read research and implement in
their classrooms (no time to read and employ the research productively in the classroom)
Model 2: summary guides (lack of evidence that will work)
Model 3: general professional environment (prescriptive in nature)
Model 4: the policy route (policy over research) Model 5: the long route (for the development of
new curriculum and standard) Model 6: design experiments (hard to refine ideas
and materials for ready implementation)
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Research traditions within education Humanities approach
– no requirement that the assertions made be tested empirically
– The key product is “critical commentary” Science approach
– The assertions be subjected to empirical testing– Focus on “how the world works” but does not
generate practical solutions– The key product is “assertions built on
empirical evidence”: journal papers, books, and conference talks
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Research traditions within education
Engineering approach– Directly concern with practical impact –
understanding how the world works and helping it to work better
– Design and systematically develop high-quality solutions to practical problems
– Key products are tools and/or process that work well for their intended uses and users, with evidence-based evaluation
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Four levels of R&D
Level Variables Typical R&D Foci
Learning Student/Task R (Concepts, skills, strategies, metacognition, beliefs)
D (Learning situations, probes, data capture)
Individual teacher
Instruction/
Student/Task
R (Teaching tactics and strategies, nature of student learning)
D (Classroom materials that are ok for some teachers)
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Four levels of R&D
Level Variables Typical R&D Foci
Representative teacher
Teacher/
Instruction/
Student/Task
R (Performance of representative teachers with realistic support. Basic studies of teacher knowledge and competency)
D (Classroom materials that “work” for most teachers)
System Change
System/School/
Teacher/
Instruction/
Student/Task
R (System change)
D (Tools for change (i.e., materials for: classroom, assessment, professional development, community relations)
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Examples of quantitative research
From the papers that you have read, provide an example of quantitative research
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Examples of qualitative research
From the papers that you have read, provide an example of qualitative research