EMG505 RMGL

February 2016

EMG505 Research Methodologies in Global Learning

  This unit has been developed to introduce students to research methodologies commonly used in education and training sectors. It provides an overview of the debates about the and associated features of quantitative and qualitative paradigms and how these are most commonly applied. It cross-examines claims for research in the context of new understandings of `western' and non-western knowledge. It offers students the opportunity to develop their capacity to plan a research project to further inform their understanding of global learning.

March 2016

Week 1: On the first day of the week, we received an email from the lecturer talking about the Introduction, the Nature of Research, Collaborate Details and the upcoming timetable. I have begun to (re)familiarise  myself with LearnLine site and the collaborate that I used last year.

The nature of research: In the educational context course, research is twofold. 1. Firstly, research is often seen as "a systematic investigation to find answers to a problem" (Burns, 1994, p. 2), which is a common perspective.

2. Secondly, however, it is also a time where additional questions arise, and answers are not always possible. The latter brings about uncertainty and such uncertainty is a good thing in research.

The Walliman text has a glossary of terms related to research on page 167-178. Nicholas Walliman is an author and senior lecturer who wrote about research methods.

Key Concepts of a research

- Basic Research  - Applied Research    - Exploratory Research

- Descriptive Research -  Explanatory Research   - Quantitative

- Qualitative        - Mixed-Method      - Systematic Research 

The guiding questions will help to focus the reading and understanding of key concepts

What are the key elements that make up the 'Scientific Method'?

What are the main types of scientific research?

What are the key elements that best represent quantitative research?

What are the key elements that best represent qualitative research?

What key issues do you consider when assessing the validity of educational research?

Which key philosopher aligns most closely with how you view social research?

The self introduction, the nature of the research and the guiding questions were the main focus of this first week. By the end of it, some students have started writing their expression of interest in topics they would like to work on; so that others can join if they are keen to do a collective task. I am, personally, incline to collaborate on Identity, Language and Culture. I have discussed, via the online chat board, with some students willing to exchange ideas and opinion on this topic.

Week 2: The lecturer seemed enchanted to have 'met' and exchanged with the students. The weeks starts with ensuring that the students were able to define the key concepts for week 1, and also answering the guiding questions that were asked. This aimed to direct and guide us throughout this unit as we progress. In this week, we have continued our online discussion board. The lecturer introduced the concept of research paradigms. Generally speaking, a paradigm is simply a belief system (or theory) that guides the way we do things, or more formally, It establishes a set of practices. This can range from thought patterns to action.

At the end of the week 2. The lecturer requested that students answer a set of questions that will guide them the upcoming week, when looking into research design.

1. What is the difference between the following: concept, construct, theory, model and paradigm?

2. What are the key attributes of a 'good theory'? Identify a theory that links to your research interest and explain why this theory is a suitable link to your research interest and could guide your research proposal (Assignment 3).

5. Select a research article that you have read for Assignment 1. What assumptions do the researchers make? Do they assume any knowledge? Is anything presented as fact, but is not?

Week 3: We started this week with a reminder about attending the referencing workshop taking place at the CDU library and via collaborate. The lecturer also prompted us to check emails as the ppt presentations of the 2 previous weeks have been emailed.
This week's study them was on Research Design. We covered key concepts such as: 

• Research designs (Experimental, quasi-experimental, field surveys, cross-sectional, longitudinal, secondary data analysis, case study, focus group, action research, ethnography)
• Longitudinal Designs
• Cross-Sectional Designs
• Sampling method

PS: This blog hasn't been publicly published. I have to remember to seek approval of the lecturer of this unit before transferring all my notes from Microsoft word to this section.