Module Code: H9CONS
Long Title Contextual Studies
Title Contextual Studies
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 5
Module Coordinator: Leo Casey
Module Author: Stephanie Roe
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 Engage in academic argumentation and discourse.
LO2 Summarise and appraise research articles.
LO3 Critically analyse and discuss research literature.
LO4 Present research reviews, proposals and results in seminar format.
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
Sylabus
• A set of reading materials at a general level will be prepared. These will reflect the primary research interests of the students undertaking this module. • Each student will be required to read the literature and to critically review a selection of articles and share and discuss these reviews with their peers. • Each week a student will be assigned to lead the discussion through a formal presentation and then a ‘round table’ working session. • All learners will be evaluated for their contribution to the discussion by means of submission of short reflective reports • All learners will lead at least one session and submit a more extensive reflection involving critique of the papers under review • At the end of the semester, each learner will prepare a critical review of the literature which should demonstrate a clear understanding of the field, the major contributors, and the future direction of work (5,000 words).
Assessment Breakdown%
Coursework100.00%

Assessments

Part Time

Coursework
Assessment Type: Presentation % of total: 30
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Engage in in-class exercises involving the selection and appraisal and review of scholarly articles.
Assessment Type: Assignment % of total: 70
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Carry out a literature review on topic of choice relevant to a specifically identified research question (5,000 words).
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

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

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 24 Per Semester 2.00
Independent Learning Independent Learning 101 Per Semester 8.42
Total Weekly Contact Hours 2.00
 

Module Resources

Recommended Book Resources
  • O’Leary, Zina. (2013), The Essential Guide to Doing Your Research Project, Sage, London.
Supplementary Book Resources
  • Bell, J. (2010), Doing Your Research Project: a guide for first-time researchers in education and social science, 5th. McGraw-Hill/Open University Press, Maidenhead.
  • Brown, R.B. (2008), Dealing with Statistics: what you need to know, Open University Press, Berkshire.
  • Cohen, L., Manion, L. and Morrison, K. (2013), Research Methods in Education, 7th ed. Taylor & Francis, Hoboken.
  • Bryman, A. (2012), Social Research Methods, 4th ed. Oxford University Press, Oxford.
  • Creswell, John W. (2009), Research Design: qualitative, quantitative and mixed methods approaches, 3rd ed. Sage Publications Thousand Oaks, C.A.
  • Curtis, W., Murphy, M. and Shields, S. (2014), Research and Education, Routledge, London.
  • Denscombe, Martyn. (2014), The Good Research Guide: for small-scale social research projects, 5th ed. McGraw Hill/Open University Press, Maidenhead.
  • Merriam, S.B. and Simpson, E.L. (2000), A Guide to Research for Educators and Trainers of Adults, 2nd ed. Krieger, Malabar.
  • Patton, M.Q. (2015), Qualitative Research and Evaluation Methods: integrating theory and practice, 4th ed. Sage, Thousand Oaks, C.A.
  • Punch, K. (2014), Introduction to Social Research: quantitative and qualitative approaches, 3rd ed. Sage, London.
  • Punch, K. (2009), Introduction to Research Methods in Education, Sage, London.
  • Schutt, R.K. (2011), Investigating the Social World: the process and practice of research, 7th ed. Pine Forge, London.
  • Silverman, D. (2013), Doing Qualitative Research: a practical handbook, 4th ed. Sage, London.
This module does not have any article/paper resources
Other Resources
  • [Journal], Active Learning in Higher Education.
  • [Journal], Adult Learner.
  • [Jounal], British Educational Research Journal.
  • [Journal], Canadian Journal of Learning & Technology.
  • [Journal], Early Childhood Education Journal.
  • [Journal], European Early Childhood Education Research Journal.
  • [Journal], International Journal of Learning: Annual Review.
  • [Journal], International Journal of Teaching & Learning in Higher Education.
  • [Journal], International Review of Research in Open & Distance Learning.
  • [Article], Irish Educational Studies.
  • [Journal], Journal of Adult & Continuing Education.
  • [Journal], Journal of Asynchronous Learning Networks.
  • [Journal], Journal of Educational Research.
  • [Journal], Journal of Learning for Development.
  • [Journal], Journal of Teaching & Learning.
  • [Journal], Journal of the Scholarship of Teaching & Learning.
Discussion Note: