EDUC1060 Researching Learning
This module aims to prepare you for the rest of the programme and so it is intended that you will develop skills that will support you in subsequent modules. You can expect to develop your knowledge and understanding of the complexity of the interaction between learning, learning theory and learning contexts. It will give you opportunities to articulate your own approaches to learning and consider the range of ways in which learners and teachers can influence this process. The module also aims to enable you to develop your research skills including an introduction to statistical analysis. You will be introduced to various research perspectives and methodologies. You will be encouraged to be critical and analytical. You will work independently and collaboratively and will receive feedback from both your tutors and your peers.
Aims and Objectives
- Learning processes including some of the key learning theories and their impact on educational practice - Approaches to learning in both formal and informal contexts - Research perspectives and the main approaches and research designs of educational research including statistical analyses
Having successfully completed this module you will be able to:
- Recognise the complexity of the interactions between learning, learning theory and learning contexts, and the range of ways in which learners and teachers can influence the learning process
- Articulate your own approaches to learning
- Work collaboratively in groups to carry out a research project, reporting the findings, including results from statistical analyses, in an appropriate academic format
- Find, use and appropriately reference a range of relevant sources including journals and other published literature
- Critically evaluate sources, assessing their reliability and validity
- Recognise and apply styles and genres appropriate for different audiences
• An introduction to a range of learning theories; experiential, social, behaviourist, cognitive, situated learning; models, products and process; • An introduction to approaches to study e.g. surface, deep and achieving approach; • An introduction to different research paradigms and writing styles; • An introduction to the main approaches and research designs of educational research; • Application of learning theory to students’ own experience of learning; • Analysis of learner needs and approaches to study drawing on findings from across educational stages, e.g., early years, primary and adult learning and with a view to improving outcomes for learners; • Study skills such as planning, time management and preparation for assessment; • Researching and finding sources using a variety of different means; • Referencing and acknowledging sources of information; • Developing critical skills in the evaluation of different types of research in education; • Developing the ability to carry out, and report the results of, different forms of empirical research.
Where practical, effective and efficient the size of teaching groups is maintained to enable interactive approaches to teaching and learning. Contributors to the teaching will have Qualified Teaching Status and/or be a member of the Higher Education Academy.
Learning and Teaching
Teaching and learning methods
You will be expected to engage in ‘active’ learning through: • Participation in seminar groups • Group and class discussion • Posing and responding to questions In addition, you will be expected to actively engage with on-line resources available on Blackboard or elsewhere.
|Preparation for scheduled sessions||48|
|Completion of assessment task||76|
|Wider reading or practice||60|
|Total study time||300|
Resources & Reading list
Denscombe, M (2014). The good research guide: for small-scale social research projects..
Punch, K. (2014). Introduction to Research Methods in Education.
Schunk, D. (2012). Learning Theories: An Educational Perspective.
Bartlett, S. and Burton, A. (2016). Introduction to Educational Studies.
Cottrell, S. (2013). The Study Skills Handbook.
Williams, K. and Carroll, J (2009). Referencing & Understanding Plagiarism.
Pears R. and Shields, G (2016). Cite Them Right: The Essential Referencing Guide.
Williams, K (2014). Getting Critical.
Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics.
|Coursework (3000 words)||50%|
|Coursework (2000 words)||35%|
|Coursework (3000 words)||50%|
|Essay (2000 words)||35%|
Repeat type: Internal & External