Search and consider
- Review Research Questions Videos
- Post your carefully written research questions, based on your understanding of the videos above
- Give meaningful feedback to at least 2 other students about their thesis title - You want to help them improve the title based on your knowledge of title creation
Research Questions:
ReplyDelete1) Is it best to introduce flipped classroom approach to a first or second-year postsecondary chemistry classroom? 2) Is it best to flip only selected modules or the whole course in teaching general chemistry at postsecondary level? 3) Is it effective to use learning catalytics (an online platform developed by Pearson publishers) to promote active learning and to measure students’ performance on a regular basis in a flipped general chemistry classroom?
Okay - So please review the videos on reserach questions carefully at http://thesis-uoitmed.weebly.com/research-questions.html . YOu need to ask yourself, for each question, what data do I need to answer this question? Also you need to ask is this a valuable/worthwhile question and based on some research. You first questions seems a bit challenging to answer because (a) flipped classes are used in high school, so 1st student should not have a problem and (b) what is the theory/research behind your question. Surely the quality of flipped classrooms would be more important that the year of study? How would you answer question 2? You might want to re-phrase, "What curriculum feature best align with a flipped classroom approach?" Not sure what question 3 is about - what is a catalytic? Are these 3 research questions connected in anyway?
DeleteAlso, yes-not research questions are not generally used in education because of the loose methodology we use.
DeleteHi Nirusha, I have also never heard of catalytics. But if you wanted to determine if it improves students' performance you will need to compare it to something. What methods would students be using if its not catalytics?
DeleteThanks Robin and Eadie for the feedback!
DeleteLearning Catalytic is an online platform created by Pearson Education. I can create online assignments and in-class practice questions using this tool.
I am in the process of fine tuning my questions.
Currently, digging the literature to see whats out there first!
Here are my modified research questions:
Delete1) What is the learning impact of using debates in a flipped university introductory chemistry course?
2) What is the learning impact of using pre-class and post-class quizzes in a flipped university introductory chemistry course?
3) What is the learning impact of assigning students to create a weekly blog in a flipped university introductory chemistry course?
Nirusha,
DeleteSo these are all good ideas - You may want to re-phrase so that you can open up to additional teaching strategies. so "What teaching strategies maximize engagement and learning in a flipped classroom" where you would define these strategies in your method.
Here are my refined research questions:
Delete1) What is the learning impact of introducing blogging as a method of pre-class assessment in a flipped higher education general chemistry classroom?
2) What is the learning impact of peer-instruction in a flipped higher education general chemistry classroom?
3) What are higher education general chemistry students’ attitudes towards using course blog as a method of pre-class assessment?
4) What are higher education general chemistry students’ attitudes towards using peer-instruction as a method of active learning?
Research Questions:
ReplyDelete1) Can CBT treatment be effective for young Syrian refugees suffering from PTSD and/or depression in the school setting?
2) If CBT treatment has a positive impact initially, how long will that positive impact last?
3) Does CBT, supported by text-messaging, improve compliance with treatment among Syrian refugee children?
Hi Gillian,
DeleteSome initial comments about your questions. in Q1 you ask a closed question. Is there another way to word your question so that you aren't looking for a yes or a no, but rather for information? for example, "In what ways can CBT be effective for your Syrian refugees..."
You might also narrow your language from the word "young" to "child-age" or "teenage".
Q2 might be re-worded "Which factors influence the longevity of the impact of CBT treatment". This wording allows you to explore not just the time frame but rather the factors that influence that time. This gives you more latitude for research as well.
Q3. Another closed question. A proposed alternative wording might read "How can digital technologies (substitute with Instant Messaging Technologies or Social Media Tools if you like?) increase compliance with CBT treatment among Syrian refugee children?" This allows you to write about compliance levels and/or digital technology, while still giving you a means of measurement (since you are measuring an "increase" in compliance).
All great points James - well done. This is good advice. My questions are, can you realistically answer these questions in 3-4 months, can you get ethical review for this, and is technology important here (seems like an add on)
DeleteJames's Research Questions:
ReplyDelete1. Which digital technology skills or competencies do police services feel are important when evaluating potential recruits?
2. Which IT/cyber skills, competencies, and experiences do police services in Canada value most when evaluating applicants?
3. How are current degree programs meeting the changing demands of today’s law enforcement agencies?
How is question 1 different form question 2? You might consider developing a cool scale to assess these skills for the police force BTW. Question 3 seems pretty distant from the other two - almost a policy question which would be really challenging to answer.
DeleteRe-working the first two questions as follows:
Delete1. In what ways has crime data changed the way police services recruit new personnel?
2. What is the perception among police recruiters of the need for today's police officers to possess digital technology skills?
3. In what ways are current policing degree programs addressing the emergence of intelligence-led policing?
Hi James,
DeleteSounds like an interesting thesis. I'm curious as to how #1 would be measured - is the data available in terms of police recruitment in the past (since I assume you're looking at change over time)? I'm also curious as to what 'intelligence-led policing' refers to - Is it the use of technology tools?
- Andrew
Hi James,
Delete"intelligence-led policing" tools seem like a really good topic to explore. Are there particular tools or practices you are looking at? You might have to limit or define "intelligence-led policing"
Hi James
DeleteAll really interesting questions! A part of policing I have always found really interesting is using data analysis for decision making (I didn't know that was a thing until I watched The Wire haha)
In any event, do you think your questions are able to speak to policing as a whole? Are there regional differences in Canada for instance that would make it unfair to say that "police service recruitment has changed" instead of "police service recruitment in Western Ontario (I believe you are in London right?) has changes in this way"
Hopefully that makes sense and sorry if my question is off base, just something I was thinking to myself as I read your questions!
James - Are you interested in crime data or the digital technology skills that modern police officers/recruits need? And the second questions I see is something like "To what extent are police colleges meetings the needs?
DeleteHi James,
DeleteVery interesting topic. How would you go about collecting data for the first question? Are you thinking about comparing selection criteria used in the past to current ones?
HI James; Great ideas. I wonder in terms of your use of the terms Q1 "data" Q2 - "digital technology" and Q3 - "intelligence led" - if you were to make those terms more specific if that might help? Q1 - Is there a particular type of data/ data program Q2 - What digital tech tools? Do you have a specific thought here? Q3 - By intelligence do you mean through data analytics or? I think you have some great ideas but the terms seem to make the question pretty broad and I'm not sure if you might want it to be a bit more specific?
DeleteThesis Questions
ReplyDelete1. Does the weekly use of a gamification tool in mathematics (i.e., Prodigy) have any impact on junior students (Ontario Grades 4-6) achievement in mathematics?
2. Does the weekly use of a gamification tool in mathematics (i.e., Prodigy) have any impact on junior students (Ontario Grades 4-6) motivation?
3. Does the weekly use of a gamification tool in mathematics (i.e., Prodigy) have any impact on junior students (Ontario Grades 4-6) attitude towards mathematics?
- Andrew
Here are my revised questions:
Delete1. What is the impact of gamification on achievement in mathematics for junior students (Ontario Grades 4-6)?
2. What is the impact of gamification on motivation in mathematics for junior students (Ontario Grades 4-6)?
3. What is the impact of gamification on attitude towards mathematics for junior students (Ontario Grades 4-6)?
4. What is the impact of gamification on engagement in mathematics for junior students (Ontario Grades 4-6)?
Hi Andrew,
DeleteReally cool topic. My question for you is how you plan to determine the impact on achievement gameificiation has on a student? How long of a study will you need to conduct to truly determine the gameification was the thing that influenced a change in achievement? I ask out of curiosity because I was wondering what your methodology was going to be to answer that question. Anyways, looking forward to your reply, I am always interested in making math more engaging!
Hi Adam,
DeleteI'm thinking about looking over 2-3 months... And more looking for any correlations between the amount of times something is accessed and achievement... More on the methodology when I get there :)
Hi Andrew,
DeleteI am curious as to what kind of math gamification apps are available and how are you planning to measure their direct impact? Are you planning to focus on only type of app?
Research Questions
ReplyDelete1. What factors influence Ontario College faculty use of Learning Management Systems?
2. How does Learning Management System use differ between full-time and part-time faculty members?
3. How does the use of a Learning Management System change as a faculty member becomes more experienced with it?
4. What factors influence a faculty member’s willingness to attend training sessions on their institutions Learning Management System?
I am generally happy with the direction the first two questions are taking (though of course seeking any and all feedback), and am particularly looking for feedback on questions 3 and 4. The two themes I am trying to tease out are as you become more experiences using an LMS, are you more likely to use more features of Blackboard? So in essence is comfort with the system the deciding factor for how many of the features you use?
For the fourth one I am curious what motivates faculty to attend training sessions on the Learning Management System. Does training need to be shorter/longer, specific to an individual feature or a general look at several features, smaller group setting or larger group setting etc.
Thanks for any feedback you can offer!
Hi Everyone
DeleteI have revised my research questions and simplified them into the following:
a. How do college faculty use learning management systems for teaching?
b. What factors influence Ontario College professors use of learning management systems?
I want to do some secondary research as well into the students perceptions of faculty usage of learning management systems but am still considering how to frame that question. Any feedback would be great!
Hi Adam,
DeleteI was a little unclear about what kind of response you were looking for in Q1. The revised Qa is clearer. Initially I was wondering if you were looking at causes or reasons for faculty to use a Learning Management System? If so, would it be helpful to ask what faculty believe LMS can provide eg What are the educational affordances of LMS? That might help cluster ideas and manage the other questions. You might be able to look at whether these affordances change among full-time and part-time faculty and faculty working less than 3 years or more than 3 years (random number of years used).
Q4 seems like it might be related to Q1 eg would having training sessions be a factor in the use of LMS.
I recall an article that I think may be similar in what you're trying to do. It was about technology and students' perceptions; however, the structure may be helpful. I will try to find it for you to see if it may help.
Hi Adam, apologies for the very late reply, just playing catch up for some missed work now).
Deletea. How do college faculty use learning management systems for teaching?
Regarding this first question, this seems like a big question requiring a fair bit of surveying at multiple colleges. Perhaps it would narrow things down a bit to look at what are the most common or least common uses for LMSs at colleges. Or what is the adoption rate amongst faculty? I know at my college there is a huge divide between profs as to how much use they get out of out D2L system with a fair bit of resistance from some veteran faculty members. I think the idea of resistance vs. adoption is an interesting angle to pursue.
b. What factors influence Ontario College professors use of learning management systems? I guess this is related to my last point above and I think it is an important question that many colleges would like to have more data on. The wording just seems a little imprecise to me so I'm not sure if you are looking at factors that encourage use or factors that discourage adoption (or both perhaps).
Cheers, Phil
Research questions:
ReplyDelete1) What are the attitudes of Indian theological education students who receive personalized asynchronous video feedback?
2) Does personalized asynchronous video feedback increase students’ perception of teaching presence?
3) What are the characteristics of asynchronous video feedback that students perceive as desirable?
4) What are the characteristics of students who had positive attitudes toward asynchronous video feedback?
Hi Tim,
DeleteInteresting topic. When you say "attitude" on the first question, do you mean their perception?
2) What kind methodologies would you use to measure the student perception for the second question?
In Q4) could you please clarify, what do you mean by "what are the characteristics of students"?
Research questions:
ReplyDelete1. What impact does the use of OneNote have on the reading comprehension of first-year college students?
2. How are students' development on OneNote related to their writing skills?
3. How do students perceive the use of OneNote as a tool to support reading comprehension?
I am unclear on what question 2 is asking. What do you mean by "student's developement on OneNote" do you mean their ease of using the tool?
DeleteIn regards to question 1 how will this be assessed? Are you doing a pre and post testing analysis. This is less about the question and more just my curiousity.
Nair
1. What is the level of online teaching in the community college?
ReplyDelete2. What areas of online teaching would faculty like to focus on next?
3. What supports do faculty require to achieve their online teaching goals?
Hi Nair, I'm very late to the party due to confusion on my part but as part of my catching up I would like to offer the following comments.
Delete1. first question seems both simple and complex to me. The question is straightforward but I don't know how you would research that and are you looking cross Canada or just Ontario? Also, are you counting part-time and continuing ed courses or just full-time programs? As a questions it would to be just a matter of counting the number of online courses out there and as such wouldn't require much deeper thinking or theoretical research.
2. Question 2 will require a lot of surveying and REB approval at possibly multiple colleges unless you are restricting yourself to just one smaller sample. Also not sure what this question aims to answer. Are you talking about subjects or assistance and supports for faculty?
Cheers
1. How is Facebook being used as a virtual community of practice (VCoP)?
ReplyDelete2. To what extent do participants benefit from these VCoPs?
3. What are the perceived challenges and benefits of using Facebook as a VCoP?