RC 1140 TEAM NO 1 - WordPress.com · 2018-06-10 · LO9: Finalise with inferences and preparing the...

Open Education Resource On

RESEARCH METHODOLOGY

Work done as part of AICTE approved FDP FDP201x on Pedagogy for Online and Blended

Teaching-Learning Process

RC 1140 TEAM NO 1

DR.S.DINESH

DR.S.T.SURULIVEL

DR.V.RENGARAJAN

IDP in Educational Technology, 2016.

OER Submission by School of Management, SASTRA Deemed to be University, is

licensed under the Creative Commons Attribution-Share Alike 4.0 International License.

You are free to use, distribute and modify it, including for commercial purposes, provided

you acknowledge the source and share-alike.

To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/





RC 1140 TEAM NO 1

DR.S.DINESH

DR.S.T.SURULIVEL

DR.V.RENGARAJAN











RC 1140 TEAM NO 1

DR.S.DINESH

DR.S.T.SURULIVEL

DR.V.RENGARAJAN







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TABLE OF CONTENTS

Sec. No Content Page No

Part 1: Open Education Resource: Research Methodology 3-4

About the OER 3

Learning Objectives 3-4

Helpful documentation for tool use 4

Part 2: Design Decisions 4-6

Subject and content Decisions 5

Pedagogic Decisions 5

Technology Decisions 5-6

Part 3: OER Description 6-60

Active OER 6-7

Lesson Settings 7-59

How to use this OER 59

Best Practices with Lesson Activity 60

Part 4: Evaluating the Effectiveness of OER 60-61

Effectiveness at the student level 60

Effectiveness at the researchers’ level 61

Part 5: Consolidated Log of Team work 62

Part 6: Building a Community of Research 63

Possible Sources for community Building- 63

Plans for Community Building 63

Works Cited 63

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OPEN EDUCATION RESOURCE: RESEARCH METHODOLOGY

ABOUT THE OER

The open education resource is a collection of Research Methodology course Lesson

activities that are useful as out-of-class activity while flipping the classroom. There are

different lessons as part of this OER, and each deals with an aspect related to basic research

activities. Research Methodology is a subject that is useful across domains and can be a

useful tool for: Knowledge Integration and Summary in the research activity.

OER is downloadable from: https://dineshsathasivam.wordpress.com/

Target Audience: First and second year Management Students and also for others

who are interested in research

Tags: Research Methodology, Research design, Formulation of

hypothesis, Problem Statement, Analysis and Interpretation, Report

writing for social science research Students

OER developed in MOODLE 3.4.2

This resource is licensed under CC-BY-SA ver 4.0. You are free to use,

distribute and modify it, including for commercial purposes, provided you

acknowledge the source and share-alike. To see more details about the license

visit

http://creativecommons.org/licenses/by-sa/4.0/

LEARNING OBJECTIVES

After using this OER, learner will be able to:

LO1: Understand the course features of a Research Methodology

LO2: Know the various steps involves in conducting scientific

research

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ABOUT THE OER
















visit


LEARNING OBJECTIVES




research

Page 3 of 63


ABOUT THE OER
















visit


LEARNING OBJECTIVES




research

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LO3: Understand and define the problem in analytical view

point

LO4: Conceptualise the theory behind the Research Methods

LO5: Evaluate the assumption made by the researcher for defining the

association between the variables

LO6: Plan and Prepare for conducting research activities

LO7: Familiarize with various measurement techniques for preparing effective research

instruments

LO8: Tabulate the data collected and analyse them effectively

LO9: Finalise with inferences and preparing the research report

LO10: Discuss and take collaborative research activities by having affiliation with social

networking sites

Measurement of Learning Objectives

1. LO1 was mapped in Chapter 1: Research – Glimpse

2. LO2 was mapped in Chapter 2: Research Process

3. LO3 was mapped in Chapter 3: Problem Statement

4. LO4 was mapped in Chapter 4: Literature Review

5. LO5 was mapped in Chapter 5: Hypotheses

6. LO6 was mapped in Chapter 6: Research Design and Chapter 7: Sampling Design

7. LO7 was mapped in Chapter 8: Measurement and Scaling

8. LO8 was mapped in Chapter 9: Methods of Data Analysis

9. LO9 was mapped in Chapter 10: Report Writing

10. LO10 was mapped in Chapter 11: Social Networking sites for Researchers

Final assessment will be made by attempting summative assessment.

HELPFUL DOCUMENTATION FOR TOOL USE

[1] For design and development of Lesson Activity in MOODLE (an Open Source

Tool)

[2] Screencast-o-Matic Version 2 for creating Lesson videos

SECTION 2: DESIGN DECISIONS

NATURE OF DECISIONS TAKEN

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The design decisions involved in the creation of this OER were of broadly three types:

1. Subject and content Decisions

2. Pedagogic Decisions

3. Technology Decisions

Subject and content Decisions

The subject and content decisions related to:

a) Understand the course features of a Research Methodology

b) Know the various steps involves in conducting scientific

research

c) Understand and define the problem in analytical view point

d) Conceptualise the theory behind the Research Methods

e) Evaluate the assumption made by the researcher for defining the

association between the variables

f) Plan and Prepare for conducting research activities

g) Familiarize with various measurement techniques for preparing effective research

instruments

h) Tabulate the data collected and analyse them effectively

i) Finalise with inferences and preparing the research report

j) Discuss and take collaborative research activities by having affiliation with social

networking sites

Pedagogic Decisions

Normally in a research methodology learning, there are two dimensions – Out-of-class

segment and In-Class segment. The out-of-class segment requires student to refer to some

given material (Video, Text etc) and form an understanding about the concepts that are

relevant. In terms of concept of research the pedagogic decisions that were taken for the

Out-of-class segment related to:

a. Cognitive Levels of Questions to be asked along with the resources – Mostly

Recall to Apply level question for out of class and Create Level question for In-

class

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b. Assessment Strategies – Multiple choice questions for out of class, Team-Pair-

Solo strategy for in-class

Technology Decisions

While developing the Out-of-Class and In-class activities, the major technology

decisions taken were:

(1) Tool to be used for creating screencast –o-matic, as it had a time limit of 5 minutes

and provided option for creating videos as .mp4 file that can be directly played

from browser.

(2) MOODLE Lesson Activity for setting up Out-of-Class segment as it allowed

guided self-learning and networking.

Section 3: OER Description

Active OER

For checking the active OER, you may access the self-registration– OER Research

Methodology in the Moodle Available course by clicking the following link

https://dineshs.moodlecloud.com/login/index.php

Once you logged the site the screen will appear.

Course Outline

Creative Commons License

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Lesson Settings

Lessons are arranged in order to achieve the learning objectives of the course

Section1:

Announcement

Course Entry Survey

Section2:

1. Chapter 1: Research – Glimpse

a. Reading Material

b. LeD1: Lesson Video

c. W1: Discussion Forum

d. LxT1: Complete Video on research methodology with External source

e. LxT1: Quiz

2. Chapter 2: Research Process

a. Reading Material


3. Chapter 3: Problem Statement

a. Reading Material

b. LbD1: Lesson Video

c. LbD1: Quiz

4. Chapter 4: Literature Review

a. Reading Material

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b. LbD2: Lesson Video

c. LbD2: Quiz

5. Chapter 5: Hypotheses

a. Reading Material


6. Chapter 6: Research Design

a. Reading Material


7. Chapter 7: Sampling Design

a. Reading Material


8. Chapter 8: Measurement and Scaling

a. Reading Material


9. Chapter 9: Methods of Data Analysis

a. Reading Material


10. Chapter 10: Report Writing

a. Reading Material


11. Chapter 11: Social Networking sites for Researchers

a. Reading Material


12. Summative Assessment

Section 3:

Course End Survey

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Preview of the Course

Announcement Regarding enrolment of the course

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Course Entry Survey

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Chapter 1- Research Glimpse

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Reading Material- 1

Discussion Forum

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Question based on LxT1

Chapter 2: Introduction to research process

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Reading Material- 2

Chapter 3- Problem Statement

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Reading Material-3

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LbD1- Quiz

Chapter 4: Review of Literature

LbD2 Quiz

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Reading Material-4

Chapter 5: Hypotheses

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Discussion Forum- Q&A

Reading Material- 5

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Chapter 6: Research Design

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Reading Material- 6

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Chapter 7: Sampling Design

Reading Material- 7

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Chapter 8: Measurement and Scaling

Reading Material- 8

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Chapter 9: Methods of Data Analysis

Reading Material- 9

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Chapter 10: Report Writing

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Reading Material- 10

Chapter 11; Role of Social Networking in research

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Reading Material- 11

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Summative Assessment

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Course End Survey

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How to use this OER

For using this OER, please ensure that you have self enrolled in your MOODLE course

(needed for importing activities).

Step 1: Download the set of all the

lessons (OER) from

https://dineshsathasivam.wordpress.com/

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Step 2: Go to the MOODLE course where you want to import this lesson. In the

Administration section click “Restore”

Step 3: Drag and drop the three files into the “Files” area and click restore

Step 4: Verify the contents of the restore by going back to the lesson

Step 5: After verifying, post the instructions to your students to complete the lesson

activity before the next class using MOODLE forums.

Or

Directly enrol yourself under self enrolment option available in

https://dineshs.moodlecloud.com/login/index.php

Additionally, if there are some common errors made by students, you may start the face-

to- face session with a Peer Instruction question to elicit the misconception and resolve it.

Best Practices with Lesson Activity

Here are some of the best practices from our experience on using this Lesson Activity

in classroom:

1. Provide this activity at least 1 week in advance.

2. Provide minor incentive (marks) for completion of the activity.

3. Ensure that there is a tangible output at the end of out-of-class activity to ensure

learners are interested (E.g. For the lesson “Overview of research?” students had

to create concept maps for two videos.)

4. It would be good if the screen casts and resources were separately available in a

“Resources” folder in the MOODLE course itself. This will take care of

common cribs related to “website not available”, “resources not accessible” etc.

SECTION 4: EVALUATING EFFECTIVENESS OF OER

The OER effectiveness can be assessed at two levels:

1. At the student level

2. At the Researchers’ level

Effectiveness at the student level

Effectiveness at the student level involves metrics related to student access of the

resource and student learning.

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The Research Methodology lesson report can be used to evaluate this effectiveness, with

the report showing the total number of students who accessed the reports (along with

time) and their marks (based on their answers to MCQs). Additionally there is an option

for teacher to grade essays and these marks also will be calculated if needed.

Effectiveness at Researchers’ level

OER researchers are typically teachers who want their students to learn concept

mapping. Linking a survey on three main constructs – Ease of Use, Concept Coverage

and Concept Complexity, can help in identifying the effectiveness of this OER at their

level. This has to be done as a follow-up activity.

Implementing Survey

Thus every user who enrolled for this course will attend this course entry and course

end survey.

Survey Questions

Construct Question S

c

a

l

e

Course Entry SurveyAttitude towards

Thinking and

Learning

20 questions related with Attitude

towards Thinking and Learning to

measure the perceived importance of

this course by the participants before

starting the course.

Strongly

Disagree to

Strongly Agree

(5-point Likert

Scale)

Course End Survey

Relevance 4 Questions related to the construct

Almost Never to

Almost Average

(5-point Likert

Scale)

Reflective thinking 4 Questions related to the construct

Interactivity 4 Questions related to the construct

Tutor support 4 Questions related to the construct

Peer support 4 Questions related to the construct

Interpretation 6 Questions related to the construct

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SECTION 5: CONSOLIDATED LOG OF TEAM WORK

The consolidated log of team work is as shown below:

Activity Team Member Amount of Time Additional Logs

if any

Discussion

Team Leader Two hours on 27th May

2018Team Member 1 Two hours on 27th May

2018Team Member 2 Two hours on 27th May

2018Tool Exploration Dr.S.Dinesh Three Hours

Dr.S.T.Surulivel Three Hours

Dr.V.Rengarajan Three Hours

OER Creation Dr.S.Dinesh Five Days from 30th May

2018Dr.S.T.Surulivel Five Days from 30th May

2018Dr.V.Rengarajan One Day for review

OER

Documentation

Dr.S.Dinesh Five Days from 4th June

2018Dr.S.T.Surulivel Five Days from 4th June

2018Dr.V.Rengarajan One Day for references

Individual

Reflection (Diary

Logging)

Dr.S.Dinesh Completely maintained

Dr.S.T.Surulivel Partially maintained

Dr.V.Rengarajan Consolidated

OER Evaluation Dr.S.Dinesh Two hours on 8th June 2018

Dr.S.T.Surulivel Two hours on 8th June 2018

Dr.V.Rengarajan Two hours on 8th June 2018

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SECTION 6: BUILDING A COMMUNITY OF

ADOPTERS FOR LEARNING THIS COURSE

Possible Sources for Community Building

Some of the viable sources for building a community are:

• Teachers who are using this course

• Teachers who plan to use Research Strategies

Plans for Community Building

The resource is already available in the webpage and its free access for the users to

provide their email id. Thus there will be a list of interested users whom we can follow up

using email. All the interested users can then be connected using a local Wordpress or

Moodle website.

Works Cited

1. C.R.Kothari, Research Methodology 6th Edition- PHI- 2016. Pp-124-128,79-87,65-74

2. Heinz, Multivariate Data analysis – Concepts and Cases, 4th Edition, Tata McGraw

hill, pp. 489-572

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