How Can I Strengthen My Research?
Reflection
Have you given thought to your conceptual or theoretical framework for your study?
Conceptual Frameworks and Associated Measures
A framework or theory will help you structure and write up your study. Carlile and Jordan (2005) provide a good overview of the educational theories in higher education. You may also find some new ways of thinking about education in your own discipline, for example Mann (2011) highlights new ways of thinking about pedagogy in medical education.
There are many conceptual frameworks that guide education practice. Some of these have developed tools that can be used to measure dependent variables in quantitative studies. For some examples, see the table below. If you come across any useful tools or frameworks that would like to share, please contact geraldine.m.oneill@ucd.ie
Names of Some Tools and Frameworks
| Standardised Tools for the Measurement of Dependent Variables in Quantitative Studies. | ||
|---|---|---|
|
Name of the tool/ |
References to article or web resource |
Area the tool |
|
Kember and Leung’s Reflection |
Kristen Lethbridge, Mary-Anne Andrusyszyn, Carroll Iwasiw, Heather K.S Laschinger & Rajulton Fernando (2013) Assessing the psychometric properties of Kember and Leung’s Reflection Questionnaire, Assessment & Evaluation in Higher Education, 38:3, 303-325, |
Reflection and Critical thinking |
|
The Study Process Questionnaire |
Paul C. Burnett & Barry C. Dart (2000) The Study Process |
Approaches to learning (deep/surface/strategic) |
|
Group-work skills questionnaire (GSQ) |
Jennifer Cumming, Charlotte Woodcock, Sam J. Cooley, Mark J.G. |
Community of Practice/Learning from others |
|
Approaches and Study Skills Inventory for Students (ASSIST) |
Approaches to learning (deep/surface/strategic) |
|
|
Salmon's Five Steps of on-line engagement |
Su F. & C. Beaumont (2010) Evaluating the use of a wiki for collaborative learning, Innovations in Education and Teaching International, 47:4, 417-431, DOI:10.1080/14703297.2010.518428 |
Experiences of learning (including motivation & student engagement) |
|
SOLO Framework |
Carew & Mitchell |
Conceptions of learning (knowledge, understanding subject concepts) |
|
Kolb's Learning Style Inventory (KLSI) |
http://www.whitewater-rescue.com/support/pagepics/lsitechmanual.pdf |
Conceptions of learning (knowledge, understanding subject concepts) |
|
7 Cs of Learning Design |
https://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf |
Conceptions of learning (knowledge, understanding subject concepts) |
|
Experiences of Teaching & Learning Questionnaire |
Approaches to learning (deep/surface/strategic) |
|
|
Learning and Studying Questionnaire (LSQ) |
Approaches to learning (deep/surface/strategic) |
|
|
Shortened Experiences of Teaching and Learning Questionnaire (SETLQ) |
Approaches to learning (deep/surface/strategic) |
|
References
- Carlile, O. Jordan, J. (2005) It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. In: Emerging Issues in the Practice of University Learning and Teaching. O’Neill, G., Moore, S., McMullin, B. (Eds). Dublin: AISHE.
- Mann, K (2010) Theoretical perspectives in medical education: past experience and future possibilities. Medical Education 2011: 45: 60–68