| Autor: |
Melissa Randazzo, Ryan Priefer, Reem Khamis-Dakwar |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
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| Zdroj: |
Frontiers in Education, Vol 6 (2021) |
| Druh dokumentu: |
article |
| ISSN: |
2504-284X |
| DOI: |
10.3389/feduc.2021.662850 |
| Popis: |
Research methods courses are a critical component of teaching the applications of evidence based practice in the health professions. With the shift to online learning during the Covid-19 pandemic, new possibilities for teaching research methods have emerged. This case study compares two 5-week asynchronous online graduate level research methods courses in the field of Communication Sciences and Disorders. One online section of the course used traditional methods (TDL) common in face-to-face courses with recorded slide-based lectures, written discussion forums, and a final presentation. The other online section of the course used project-based learning (PBL), which consisted of weekly projects that forced students to engage with the literature and work both collaboratively and autonomously. We measured students’ research self-efficacy and course satisfaction before and after their courses. Overall, research self-efficacy was higher for the TDL class at both time points. However, the PBL class showed a higher percent increase in research self-efficacy, specifically for more difficult and unfamiliar tasks like statistical analysis. Students in both courses were equally satisfied with their course and instructor; however, students in the PBL class reported a greater workload and level of difficulty. We interpret the results as showing benefits of PBL in facilitating greater engagement with the research literature and course content; while TDL had advantages in students’ confidence with the course, likely due to familiarity with the instructional format. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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