EVALUATING EDUCATIONAL RESEARCH - 2022/3
Module code: GCAM007
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module enables participants to interrogate and evaluate higher education research that they have encountered in previous modules. This module tries to disrupt their beliefs with respect to educational research within and across disciplines. In particular, students are encouraged to assess the validity of findings for a particular research area through the lens of various epistemological, theoretical and methodological perspectives. This module is a good complement to the “Researching in Higher Education” and “Research Dissertation” modules. Students will work collaboratively sharing their evaluation of research and reflecting on viewing research through different lens.
Surrey Institute of Education
HOSEIN Anesa (Sy Inst Educ)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: X300
Module cap (Maximum number of students): N/A
Overall student workload
Prerequisites / Co-requisites
Indicative content includes:
Epistemological perspectives: e.g. normative, interpretive and critical theory paradigms
Methodological approaches: e.g. ethnography, experiments, longitudinal surveys, mixed methods, phenomenology
Theoretical approaches: e.g. constructivism, behaviourism, socio-culturalism, cognitivism
Disciplinary perspectives: e.g. sciences, arts, humanities, medical sciences
|Assessment type||Unit of assessment||Weighting|
|Coursework||PEER ASSESSMENT OR SUMMARY OF EVALUATIONS (500 WORD REPORT)||20|
|Coursework||WRITTEN REPORT (2,000 - 2,500 WORDS)||80|
- Disrupts participants' beliefs in accepting educational research
- Encourage participants to question higher education research or practices using different perspectives
- Encourage an evidence-based culture amongst the participants
|1||Evaluate the validity of methodological approaches in educational research||CT|
|2||Prepare critical feedback on different perspectives of research which includes feedback to their peers||PT|
|3||Reflect on the validity of research from different theoretical lens||KC|
|4||Assess the impact of research findings||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to provide students with a safe environment to work collaboratively and critique both experts’ and novices’ work. The strategy aligns with the programme strategy as it allows students to respect disciplinary research approaches but also question how these differing approaches shape and transform higher education.
The learning and teaching methods include:
Formal Online Interactions:
o Pre-entry and Mid-Semester Questionnaires (1 hour)
o Synchronous/Asynchronous Seminar Discussions (1 hour x 10 weeks)
Guided Study/ Recorded Lectures (2 hours x 3 weeks)
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: GCAM007
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.