gathering sotl evidence methods for systematic inquiry into student learning n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning PowerPoint Presentation
Download Presentation
Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning

Loading in 2 Seconds...

play fullscreen
1 / 40

Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning - PowerPoint PPT Presentation


  • 96 Views
  • Uploaded on

Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning. Renee A. Meyers Coordinator, UWS SoTL Leadership Site Faculty College, May 2007. Introduction . Let’s gather evidence about our class

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning' - rance


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
gathering sotl evidence methods for systematic inquiry into student learning

Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning

Renee A. Meyers

Coordinator, UWS SoTL Leadership Site

Faculty College, May 2007

introduction
Introduction
  • Let’s gather evidence about our class
    • In groups of 4-5, develop 4-5 survey questions that you would like to know about your classmates as it relates to this class
    • Structure your questions in such a way that they can be answered with a show of hands
    • Let’s use your surveys to gather evidence!
introduction1
Introduction
  • To gather more in-depth evidence, I would like each of you in turn to answer the following interview question (in 1-2 minutes or less):
    • Do you currently have a research question on teaching/learning that you are hoping to answer? If so, what is it? If not, why are you taking this class?
    • What question would you most like to have answered by the end of this class?
overview of session
Overview of Session
  • Orientation to SoTL Research
  • Methodological Orientations
  • Types of Questions
  • Forms of Evidence
  • Tools for, or Methods of, Gathering Evidence
  • Working on your SoTL project
overview first day
Overview First Day
  • Orientation to SoTL Research
  • Methodological Orientations
  • Types of Questions
  • Forms of Evidence
orientation to sotl research1
Orientation to SoTL Research
  • Interpretive Orientation
  • Quasi-Objective Orientation
    • What are research goals of each?
    • How is human behavior viewed?
    • What types of methods typically characterize each orientation?
    • What are strengths/difficulties of each orientation?
    • Where do you stand? Is there a disciplinary stance?
orientation to sotl methods1
Orientation to SoTL Methods
  • Qualitative Methods
    • Example of a SoTL study using qualitative methods?
  • Quantitative Methods
    • Example of a SoTL study using quantitative methods?
  • Example articles are available in your packets
qualitative methods
Qualitative Methods
  • Qualitative methods are used to “understand” more deeply. Typically results do not seek to generalize widely.
  • Some of the most frequently used types of qualitative methods in SoTL research are:
    • focus groups/interviews
    • text or discourse analysis
    • protocol analysis
    • observational work
thinking it through
Thinking it through . . .
  • Suppose you wondered how students use instructor feedback to write the second draft of a paper. How might you design a qualitative investigation to address this question?
quantitative methods
Quantitative Methods
  • In contrast, quantitative research typically seeks to generalize to a large population. It is “hypothetically” more objective and less interpretive.
  • Some of the most frequently utilized types of quantitative methods in SoTL research include:
    • Surveys
    • Experimental Design
    • Content analysis
thinking it through1
Thinking it through . . .
  • Suppose you wondered how students use instructor feedback from the first draft of their papers to write the second draft. How might you design a quantitative investigation to address this question?
qualitative or quantitative methods
Qualitative or Quantitative Methods
  • Why does a researcher use quantitative methods?
  • Why does a researcher use qualitative methods?
  • How does one decide which form of method to use?
method needs to fit your question
Method Needs to Fit Your Question
  • Some quantitative researchers argue strongly that qualitative research is prone to biased interpretation and therefore is inherently flawed
  • In response, qualitative researchers argue that qualitative methods often yield insights that quantitative research can’t expose. They also argue that quantitative research is not nearly as unbiased as its advocates suggest.
  • In reality, both qualitative and quantitative research have a beneficial role to play in SoTL research.
types of questions
Types of Questions
  • Exploratory questions (What if)
    • Learning to Lecture article in packet
  • Descriptive questions (What is)
    • Lessons From the Best article in your packet
  • Confirmatory questions (What works)
    • Practice Versus Review Exams article in your packet
  • Time Orientation
    • Cross-sectional research
    • Longitudinal research
caution
Caution
  • The boundaries between various types of questions are often blurred and not very precise.
  • For instance, a researcher might say that she is conducting “an exploratory, descriptive study.”
exploratory questions
Exploratory Questions
  • Typically exploratory research is conducted to gain a very rough understanding of issues, circumstances, situations, etc.
  • Rarely are definitive conclusions reached in exploratory research. Instead, exploratory research usually helps to define the specific focus of subsequent research.
  • Quite often qualitative research methods are used in exploratory research (but not always).
example
Example
  • Can you provide an example of a SoTL research investigation that would be considered exploratory in nature?
    • What if?
descriptive type questions
Descriptive Type Questions
  • The basic goal of descriptive research is to describe what is happening in the classroom, with one’s students, with teaching and learning, etc.
  • Descriptive research can use either quantitative or qualitative methods
example1
Example
  • Can you give an example of a descriptive SoTL study that would use:
    • Qualitative methods
    • Quantitative methods
  • What is?
confirmatory questions
Confirmatory Questions
  • Confirmatory research attempts to provide explanations for relationships between variables
  • Usually this involves quantitative information and more rigorous statistical analysis
  • This type of research is often where SoTL researchers think they should start
  • However, often exploratory and descriptive work must be done before relationships can be confirmed
example2
Example
  • Can you provide an example of a SoTL investigation that examines a question interested in determining a causal or confirmatory relationship?
    • What works?
time orientation and research questions
Time Orientation and Research Questions
  • All research takes place within time and space
  • Researcher needs to decide whether question being asked is best investigated as a one-time phenomenon, or over time (longitudinally)
    • Cross sectional research
    • Longitudinal research
cross sectional research
Cross-sectional Research
  • This type of research gives you a one-time “snap shot” of the situation.
  • This allows you to explore, describe, or test a single teaching-learning episode (for example)
  • However, you can’t answer questions regarding trends (i.e., “Is this the same as 5 years ago or last semester?”)
longitudinal research
Longitudinal Research
  • Longitudinal research is conducted over multiple time periods
  • Instructors are often interested in trends over time or semesters
  • Researchers must be very careful to ensure that the research methods used from period to period are consistent
example3
Example
  • Suppose you wanted to study whether group members use “explaining” communication in their group discussions.
    • If you were to do a cross-sectional study, how would you proceed?
    • If you were to do a longitudinal study, how would you proceed?
  • What are the advantages/disadvantages of undertaking each of these time orientations in SoTL research?
types of evidence1
Types of Evidence
  • Secondary data
  • Primary data
secondary data
Secondary Data
  • Secondary data are data collected for some purpose or need other than the one being currently pursued by a SoTL researcher.
  • Secondary data can be found within your own university and also within external organizations.
primary data
Primary Data
  • Primary data are collected to specifically answer the questions posed in the current SoTL research project.
  • Primary data are collected by you in your own classroom, or others’ classrooms
  • More about primary data later; for now a bit about secondary data
benefits of secondary data
Benefits of Secondary Data
  • There are several reasons why a SoTL researcher might rely on the use of secondary data:
    • It usually takes less time to access secondary data than collect primary data.
    • Sometimes the quality of secondary data exceeds the quality of the primary data you can collect
    • Sometimes the data is only available in secondary form
drawbacks to secondary data
Drawbacks to Secondary Data
  • The disadvantages of secondary data include:
    • Secondary data may not specifically apply to the questions being addressed
    • Secondary data may be out of date and no longer relevant
sources of sotl secondary data
Sources of SoTL Secondary Data
  • National Center for Education Statistics
  • UWS Office of Policy and Analysis Research
  • The Chronicle of Higher Education
  • U.S. Department of Education
  • NSSE and FSSE data
  • Campus Institutional Research
using secondary data
Using Secondary Data
  • How might you use secondary data in a SoTL investigation?
credibility of secondary data
Credibility of Secondary Data
  • Whenever you use secondary data, you must consider how credible it is
  • Questions to ask:
    • Does the report reveal who sponsored the research?
    • Does the report reveal who conducted the research? Is this a respected source?
    • Are the research methods disclosed and explained? (Size of sample? Characteristics of respondents? Margin of error?)
    • When was the study conducted?
summary
Summary
  • Think about your orientation (and your disciplinary orientation) to doing research
  • Think about your comfort level with qualitative and quantitative methods
  • Think about your question
  • Think about the forms of evidence/data you might want to access or collect