Research Methods in Education
| Title | Μεθοδολογία εκπαιδευτικής έρευνας / Research Methods in Education |
| Code | ΔΠΔΜ107 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Mikail Christodoulou |
| Common | No |
| Status | Active |
| Course ID | 600015082 |
Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)
Registered students: 20
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Glōssikós Grammatismós kai Logotechnikī Ekpaídeusī | Compulsory Course | 3 | 2 | 10 |
| Didaskalía, Máthīsī kai Technologíes tīs Plīroforías kai tīs Epikoinōnías (TPE) | Compulsory Course | 3 | 2 | 10 |
| Academic Year | 2021 – 2022 |
| Class Period | Winter |
| Faculty Instructors | |
| Class ID | 600201634
|
Class Schedule
| Building | Education Blue |
| Floor | Groundfloor |
| Hall | ΛΥΟΜΕΝΟ 1 (172) |
| Calendar | Friday 15:00 to 18:00 |
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Background
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600201634
- eLearning: https://elearning.auth.gr/course/view.php?id=12400
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
The course aims at the acquisition of an in depth understanding of the process of educational research. Basic epistemological paradigms are discussed, central methodological concepts are introduced, various research designs are studied, and methods of quantitative and qualitative data collection and analysis are examined in both theoretical and practical terms. By the end of the course students will be able:
To define the characteristics and describe the stages of the research process of a variety of qualitative, quantitative and mixed design studies
To understand and distinguish the attributes, the possibilities and the shortcomings of differentiated research designs.
To use different methods of collecting data and to design and create data collection tools.
To manage, organize and analyze quantitative and qualitative data using appropriate methods and techniques of analysis.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course consists of the following thematic areas:
(a)Epistemological principles and research paradigms: The Quantitative research paradigm, the Qualitative rationale and Mixed Methods approaches - Research Designs
(b) The research process in quantitative approaches: Experimental Designs, Survey Designs and Correlational research
(c) Methods of quantitative data collection: Questionnaires and structured interviews, Tests and measurement, Systematic observation
(d) The research process in qualitative approaches: Grounded theory, ethnographic designs, Action research and Case study
(e) Methods of qualitative data collection: The qualitative interview and participant observation
(f) Methods and techniques of analyzing quantitative and qualitative data
Keywords
educational research, quantitative methods, qualitative methods, statistical analysis, qualitative data analysis
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
The educational activities of the module will be supported by a range of learning materials and resources (books, articles, presentations, research reports, software etc), as well as the use of Moodle/elearning.auth,
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 2.6 | ✓ | ||
| Laboratory Work | 32 | 1.1 | ✓ | ||
| Reading Assigment | 90 | 3 | ✓ | ✓ | |
| Project | 20 | 0.7 | ✓ | ||
| Written assigments | 80 | 2.7 | ✓ | ||
| Total | 300 | 10 |
Student Assessment
Description
Continuous formative and summative assessment. Formative assessment will take the form of written tests and short evaluation activities and exercises. Summative evaluation will be based on a portfolio of evidence, which demonstrates the competencies a student has acquired within the course.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative)
- Written Exam with Short Answer Questions (Formative)
- Written Assignment (Summative)
- Labortatory Assignment (Formative, Summative)
- Portfolio (Summative)
Bibliography
Additional bibliography for study
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications, Incorporated.
McMillan, J. H., & Schumacher, S. (2009). Research in education. Pearson Education.
Bryman, A., & Cramer, D. (2001). Quantitative data analysis with SPSS release 10 for Windows: a guide for social scientists. Routledge.
Bryman, A. (2008). Social Research Methods (3rd edition). Oxford: Oxford University Press.
Marsh, C. and Elliot, J. 2009 Exploring Data: An Introduction to Data Analysis for Social Scientists (2nd Edition). London: Sage
Υφαντόπουλος, Γ.Ν. και Νικολαίδου, Κ.Ε. (2008) Η στατιστική στην κοινωνική έρευνα. ΑΘΗΝΑ: Εκδόσεις Gutenberg.
Babbie, E. (2011) Εισαγωγή στην Κοινωνική Έρευνα (Επιμέλεια: Ζαφειρόπουλος, Κ.), ΑΘΗΝΑ: Εκδόσεις ΚΡΙΤΙΚΗ.
Flick, U. (2017) Εισαγωγή στην Ποιοτική Έρευνα. Αθήνα: Προπομπός.
Lareau, A. and Shultz, J. (1996) Journeys Through Ethnography. Boulder: Westview Press.
Eco, U. (1994) Πως γίνεται μια διπλωματική εργασία. ΑΘΗΝΑ: Εκδόσεις νήσος.
Bryman, A. (2006) ‘Integrating Quantitative and Qualitative Research: how is it done?’ Qualitative Research, Vol. 6, No. 1: 97-114
Mason, J. (2006) ‘Mixing Methods in a Qualitatively-Driven Way’,Qualitative Research, Vol. 6, No. 1: 9-26
Mason, J. (2011). Η Διεξαγωγή της Ποιοτικής Έρευνας. Αθήνα: Πεδίο.
Mills, G. E., Gay, L. R. and Airasian, P. (2017) Εκπαιδευτική Έρευνα. Αθήνα: Προπομπός.
Moran-Ellis, J., Alexander, V. D., Cronin, A., Dickinson, M., Fielding, J.,Sleney, J. and Thomas, H., (2006) ‘Triangulation and Integration: processes, claims and implications’ Qualitative Research, Vol. 6, No.
1: 45-60
Robson, C. (2007). Η Έρευνα του Πραγματικού Κόσμου. Αθήνα: Gutenberg.
Schnell, R., Hill, P. B. and Esser, E. (2014) Μέθοδοι Εμπειρικής Κοινωνικής Έρευνας. Αθήνα: Προπομπός.
Σαραφίδου, Γ. Ο. (2011) Συνάρθρωση Ποσοτικών και Ποιοτικών Προσεγγίσεων. ΑΘΗΝΑ: Εκδόσεις Gutenberg.
Σύνδεσμοι:
• http://www.socialresearchmethods.net/kb/index.php
• http://www.iiep.unesco.org/capacity-development/training/training-materials/quantitative-research.html
• https://www.methodspace.com/resources/methods-links/
Last Update
11-09-2022
