Module Code: H8RMLD
Long Title Research Methods for Learning and Development
Title Research Methods for Learning and Development
Module Level: LEVEL 8
EQF Level: 6
EHEA Level: First Cycle
Credits: 5
Module Coordinator:  
Module Author: Laura Costelloe
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Demonstrate an understanding of the principles and practices of good academic research.
LO2 Identify and explain different traditions, approaches and paradigms in educational research.
LO3 Critically analyse a range of published research relevant to one’s own chosen field of study (i.e. ECE or AWE).
LO4 Prepare a research proposal and choose an appropriate research strategy.
LO5 Demonstrate an awareness of the ethical bases of educational research.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).

No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Introduction to Research Methods for Learning and Development
- Qualitative, quantitative and mixed-methods for research - Research and ethics
Developing a Research Perspective
- Understanding the research process - Identifying areas of academic interest and developing an appropriate research perspective - Articulating research questions - Preparing a research proposal
Data Collection Sources for Educational Research
- Sources of data - Data collection for qualitative and quantitative research - Sampling Techniques
Methods for Research in Learning and Development
- Qualitative research approaches (e.g.action research, interviews and focus groups, conversation analysis, discourse analysis) - Quantitative research approaches (e.g. aims and hypotheses, reliability and validity, statistics, probability and sampling)
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Presentation % of total: 25
Assessment Date: n/a Outcome addressed: 1,2,3
Non-Marked: No
Assessment Description:
Students prepare an oral presentation which critically analyses a published research paper in their area of academic interest, paying particular attention to research methods and any associated ethical concerns.
Assessment Type: Assignment % of total: 75
Assessment Date: Sem 1 End Outcome addressed: 1,3,4,5
Non-Marked: No
Assessment Description:
Students will submit a research proposal which outlines a number of research questions, situated in relevant academic literature and accompanied by a proposed research methodology. This will be supported through the submission of a mid-semester short written paper which briefly outlines their proposed research area and the question/s which will be answered. This allows for formative feedback to be provided on the feasibility and suitability of their proposed research project.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture per week 2 Once per semester 0.17
Independent Learning No Description 8.5 Once per semester 0.71
Total Weekly Contact Hours 0.17
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Independent Learning No Description 8.5 Once per semester 0.71
Lecture per week 2 Once per semester 0.17
Total Weekly Contact Hours 0.17
 

Module Resources

Recommended Book Resources
  • Cohen, L., Manion, L. and Morrison, K.. (2013), Research Methods in Education, 7th. Taylor & Francis, Hoboken.
  • Curtis, W., Murphy, M. and Shields, S.. (2014), Research and Education, Routledge, London.
  • Merriam, S.B. and Simpson, E.L.. (2000), A Guide to Research for Educators and Trainers of Adults, 2nd. Krieger, Malabar, Fla..
  • Punch, K.. (2009), Introduction to Research Methods in Education, Sage, London.
Supplementary Book Resources
  • Bryman, A.. (2012), Social Research Methods, 4th. Oxford University Press, Oxford.
  • Mukherji, P. and Albon, D.. (2015), Research methods in early childhood: an introductory guide, 2nd. Sage, London.
  • Newby, P.. (2014), Research Methods for Education, 2nd. Routledge, London.
  • Roberts-Holmes, G.. (2014), Doing Your Early Years Research Project: a step-by-step guide, 3rd. Sage, London.
Recommended Article/Paper Resources
  • Pereira Heath, M.T. and Tynan, C.. (2010), Crafting a Research Proposal, The Marketing Review, 10(2), p.147.
Other Resources
  • [Journal], The Journal of Educational Research.
  • [Journal], Educational Research.
  • [Journal], International Journal of Educational Research.
Discussion Note: