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Session: 2022/23
Last modified: 31/03/2022 15:37:50
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Title of Module: Educational Research |
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Code: EDUC11067 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
McAuliffe |
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| Summary of Module |
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The module has been designed to provide participants with an opportunity to develop the knowledge, understanding and skills that will enable them to plan effectively a small scale study in the field of education.
The module aims to introduce participants to the principles, underpinning theories and core processes of educational research as a means of preparing them for a small scale study on a topic of professional relevance them. The module will focus on the theory and practice of research in educational settings and will give participants the opportunity to consider the practical application of the concepts and principles to which they will be introduced.
The module contributes to the development of the following graduate attributes:
- Critical and analytical thinking.
- Autonomy and motivation.
- Effective communication and collaboration.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical awareness of recently published research and other relevant academic literature on a topic of interest.
L2.
Critically analyse, evaluate and synthesise the findings of recently published research and insights from relevant academic literature on a topic of interest.
L3.
Demonstrate critical knowledge and understanding of the principles and practice of educational research.
L4.
Apply the principles of educational research to develop a proposal for a small scale research project on a topic of interest.
L5.
Present reasoned arguments and express ideas in a clear, coherent style that follows closely the UWS academic writing and referencing guidance. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Critical understanding of the principal theories, principles and concepts of educational research.
Critical understanding of a range of specialised theories, principles and concepts of educational research.
Critical awareness of recently published research and other relevant academic literature on a topic of interest.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Using a significant range of the principal skills, techniques, practices and/or materials which are associated with educational research.
Demonstrating originality or creativity in the application of knowledge, understanding and/or practices of educational research in proposing a viable study on a topic of interest.
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| Generic Cognitive skills |
SCQF Level 11.
Developing original and creative research strategies to investigate problems and issues in education.
Critically reviewing, consolidating and extending knowledge, skills, practices and thinking in a subject/discipline related to the field of education. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Communicating with peers, more senior colleagues and specialists.
Using a wide range of software including word-processing, spreadsheets and data analysis packages as relevant/appropriate.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in developing a proposal for a viable small scale research study.
Taking responsibility for own work and/or for the work of others.
Taking responsibility for a accessing and navigating relevant databases and other resources.
Demonstrating leadership and/or initiative in proposing a study that has the potential to make an identifiable contribution to the educational community.
Practising ways which draw on critical reflection on own and others’ roles and responsibilities.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is structured around coursework tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). Participant interaction is expected and encouraged using University VLE discussion board and other appropriate platforms.
The electronic module handbook and other materials made available to participants will outline the particular learning and teaching methodologies that will be used in the module. These will clarify for participants what to expect in terms of module content, and in terms of the overall balance of learning and teaching methodologies implemented throughout the module.
Tutorial support for participants is provided through electronic communication. The creation of opportunities for social interaction– especially networking and developing contacts with other participants to share good practice is a component of the module. All participants will be expected to have regular access to a computer and the internet and will be directed to instructional material regarding the VLE.
A blended version is available for groups of students who undertake the module as part of a full time master's programme or bespoke provision. In this case, some of the online coursework tasks will be completed in face-to-face seminars, and face-to-face tutorial support will be offered in addition to support provided via electronic means.
The module is delivered using an ‘integrated’ approach whereby the various (formative) activities/readings build into resources which participants are then able to use in their assessment. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 60 |
| Independent Study | 100 |
| Asynchronous Class Activity | 40 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bell, J. and Waters, S. (2018) Doing Your Research Project: A Guide For First-Time Researchers (7th ed). Maidenhead: Open University Press.
Cohen L, Manion L, Morrison K (2018) Research Methods in Education (8th ed) Oxon: Routledge.
Denscombe, M. (2017) The Good Research Guide: For Small-scale Social Research Projects (6th ed). Maidenhead: McGraw-Hill Open University Press.
Leedy, P.D. and Ormrod, J.E. (2015) Practical Research: Planning and Design (11th ed). Harlow: Pearson.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
For the purposes of this module, academic engagement equates to the following:
• Completion of induction, coursework and assessment tasks
• Attendance at face to face events if the module is blended.
Students are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | C Oates |
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| External Examiner | Y Wang |
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| Accreditation Details | |
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| Version Number | 2.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A research proposal (between 3,000 and 3,500 words) on a topic of each participant's choice but related to the master's programme on which the participant is registered. Formative feedback will be provided on the draft research proposal. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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UWS Equality and Diversity Policy
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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