College of Engineering Engineering Education Stepping Stones 2006 Types of Research Putting these...

College of EngineeringEngineering Education

Stepping Stones 2006

Types of Research

Putting these studies in context

Modes of Research

• Classical experimentation: logico-scientific inquiry, esp. randomized experiments

• Mixed-methods: a coordinated use of qualitative and quantitative methods

• Interpretive research: understanding the insider’s perspective

Kinds of Studies• Case Study (Angela)• Randomized Experiment (~Vanya)• Task-based Experiment (~Jan-Erik)• Interview-based• Survey Research (Ilona, Mattias+)• Time Series / Longitudinal (Jürgen?)• Epidemiological / Policy Analysis (Bologna?)• Ethnographic / Observational Study• Design Experiment (Maria?)

Focus of Analysis

• Timescales of educational phenomena (Lemke)– Hour

– Day

– Week

– Year

– Years

– Generations

– Etc.

Focus of Analysis• Units of analysis (who / what studying)

– People (Students, groups, teams, etc.)

– Content (concepts)

– Etc.

• Planes of analysis (point of view)– Biological

– Cognitive

– Social / interpersonal

– Community / cultural

– Institutional

– Societal / historical

Controlled / Design Experiment Continuum

Controlled Exp. Design Exp.Aim: Test hypotheses / causal relationships, inform practice

Aim: Build humble theory, actively bridge research/ practice




Analysis of interventions Interventionist via iterative cycles (theorize, design, enact, analyze)





Techniques: Typically quantitative

Techniques: Typically mixed methods and interdisciplinary







Implementation: Knowledge to control phenomena of interest (lab-like settings), control means of learning, can randomize participants

Implementation: Enable conditions for phenomena of interest, simultaneously study and enable learning, real setting (can’t randomize)







Implementation: Knowledge to control phenomena of interest (lab-like settings), control means of learning, can randomize participants

Implementation: Enable conditions for phenomena of interest, simultaneously study and enable learning, real setting (can’t randomize)

Example: How do individuals learn from the activities they experience both in and out of school?

Example: How can individuals learn from the activities they experience both in and out of school?

Quasi- Experimental

SoTL / Research Continuum

SoTL ResearchAim: Specific goals Aim: General goals

Disseminate: Local Disseminate: Public




Techniques: Various Techniques: Various

Timelines: Baseline and longitudinal

Timeline: Baseline and longitudinal




Techniques: Various Techniques: Various

Timelines: Baseline and longitudinal

Timeline: Baseline and longitudinal

Example: Did the students in my spring Introductory Psychology course perform better on their weekly quizzes when I changed to a more interactive format?

Example: Does an interactive format in introductory psychology courses improve student performance?

What factors influence

improvement in student

performance in my Introductory

Psychology courses? (How

are goals associated with

outcomes?)

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