Abstract
Teaching research methodology is one of the core components of various degree programs. Scholarship around teaching research methodology is beginning to grow with most work concentrated in Social Work, Health, Social Science, and limited work in the area computing education. This paper presents a reflection on adopting a student centred approach towards teaching research methodology course to three different groups of fourth level university students. In this paper the strategies for facilitating deep learning in teaching research methods and research methods in the Information Systems domain will be discussed. In addition, reflections on the use of a student centred approach, student experiences and strategies used. The experiences and strategies relate to facilitating deep learning. The experiences are focused on topic identification, conducting, and writing up the literature reviews, developing an understanding of the research methodology inclusive of data analysis and presenting the research report. Doi: 10.28991/esj-2021-01255 Full Text: PDF
Highlights
Universities play an important role in society through three basic missions of teaching, research, and public service [1]
The university space mandates for teaching research methodology in a manner that students develop deep approaches to learning as Hall, Ramsay and Raven [4] suggest that deep approaches to learning are claimed to enhance students’ engagement with their subject material and result in improved analytical and conceptual thinking skills
Research methodology plays an important role in finding solutions to real-world problems and the discovery of truth with teaching research skills undergraduate students assisting in preparing students for post-graduate studies [6]
Summary
Universities play an important role in society through three basic missions of teaching, research, and public service [1]. A variety of tools are used to evaluate and assess different aspects of learning, addressing challenges on the assumption that grades measure learning and the subjective nature of grades The use of tools such as referencing software like Endnote and Mendeley is valuable in supporting student-centered approaches and giving students practical guidance, but with some students finding the use of tools as contributing to making the course interesting Another tool that has potential for systematic identification of research problems and supporting effective literature reviews is proposed by Sturn et al [39], i.e. a LitSonar tool to enhance the efficiency of the process while maintaining and improving validity and reliability meta search engine for academic literature review that unifies access to high quality content from numerous literature databases. Initial search using the following search phrases: "teaching research methodology, student-centrred learning" “computing Education and “Information Technology";
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