Artifact 1- Critique word Document
Artifact 2- Proposal Power Point Presentation
Before beginning this course criticizing documents were like a foreign language to me. Definitely, I never knew anything about defining variables in a research article; identifying limitations of a study; detecting research design and evaluating whether the researcher’s conclusions were valid by scrutinizing the data collection and analysis approaches. Herein lays the reason for me choosing this artifact to fulfill requirements of SLO2 ‘demonstrate knowledge of research methodologies.’
This course benefited me greatly because I learnt to professionally tear a research apart and determine if it contained any evidence of the findings projected. It is important to educational practice since in today’s industry when education delivery is perceived from the paradigm of a business education research helps the industry grow through continuous studies on theories that are applicable to contemporary practices and those which have become obsolete.
My reason for selecting the artifact ‘proposal power point presentation’ in obtaining requirement for SLO 2, ‘demonstrate knowledge of research methodologies’ pertains to my belief that it is a valuable educational resource. Before beginning this course I did not understand the technology involved in creating a power point presentation. I learnt that a proposal in power point is a tool in itself explaining education research methodology, concisely.
Proposal Power point taught me to explore methodology features by differentiating qualitative from quantitative. Before engaging this artifact I had the belief that all case studies were quantitative designs. However, according to Barry (2012) I discovered that case studies; phenomenological research; ethnography; historical and narrative research were all qualitative approaches (Barry, 2012). Importantly, they can all be represented in a proposal power point presentation lesson.
I certainly feel that I have accomplished the tasks of demonstrating knowledge of research methodologies. Besides being exposed to research features I was not acquainted it before, opportunities were there for me to critique research articles and conduct a mini research showing how I have mastered this skill. For future artifact modifications it is my suggestion that students should collaboratively conduct a longitudinal study to determine the efficacy of adult education programs across universities in America.
While a number of research projects are being conducted in education and other disciplines now that I know how to evaluate research methods, I have discovered many unethical standards among studies reviewed during this course. There has always been the threat to confidentiality, especially, when case studies are conducted. Research conduct has its own ethical responsibility of being truthful to subjects regarding the outcome of their participation. In some cases signing a consent form is singing away the rights to confidentiality. This is a topic education researchers should explore as a student activity for this SLO, ‘demonstrate knowledge of research methodologies.’
Barry, W. (2012). Challenging the Status Quo Meaning of Educational Quality: Introducing Transformational Quality (TQ) Theory. Educational Journal of Living Theories 4: 1–29.