Introductionto the Module
Welcome to the Advanced Research Methods (ARM) module.
Themainpurposeofthishandbookistoprovideyouwithacomprehensiveguideforthismodule.In this hand book you will find information and advice that should prove helpful as you progress through the module.Before starting the module, it is important to note that online teaching and learning will continue during Trimester A20/21 for most students.
You may therefore find this Sway presentation helpful as you prepare for Learning and Studying Online. This module is designed to develop students’ critical and practical understanding of research methods which can be applied to inform practice.
This double weighted module (30 level 11credits) requires students to learn about the evaluation of literature, research design along with data collection and interpretation that relates to the student’s field. Students will engage with the critical appraisal of evidence from published research literature, qualitative and quantitative methodologies, structured literature reviewing, research ethics, research design, data collection and relevant data analyses.
The intention is for students to be able to discriminate betweendifferent research methodologies suitable to design and answer pertinent practice-based questions. In addition, this module prepares students to undertake their Masters Dissertation as either a piece of original empirical work or a structured literature.
Covid Pandemic and Access to CampusThe Covid-19 pandemic pre-empted a move to off-campus learning and teaching during March 2020 and, for many students, this will continue during this academic session (20/21). This ARM module is being entirely delivered via GCU Learn during Trimester A. Consequently, students shouldmake contact with the relevant staff member or service using the email address provided. We recognise that some students may have classes on campus however, in these situations, students to whom this applies will have been informed of about this and will have been provided with specific instructions and guidance regarding attending campus to ensure adherence to Scottish Government Covid-19 GuidanceandGCU Safe Return to
Campus guidance. Please contact your ARM facilitatorwith any questions or concerns regarding this guidance.Module Learning and Teaching This guide contains important information about the Advanced Research MethodsOnline Level 5/11 module.
The module leader is responsible for the overall management of the module, but your main point of contact will be your online facilitator. All lectures,tutorials, learning materials and student input takes place ONLINE via GCU Learn (previously known as Blackboard).The module comprises two main elements. The first component consists of those activities that you will pursue individually; the online ‘lectures’ and related activities will help you develop your understanding of the different research approaches and how these are critically realised. The second element of the module is group-based learning that you pursue via GCU Learn Discussion Boards as a member of an online group.
During these ‘virtual sessions’ you will work on several directed learning activities, which give you the opportunity to critically engage with the course material, as well as provide and receive on-goingpeer feedback on your work. You will also work to produce a research or structured literature review protocol across the module, which will form your summative assessment. Regular participation is an important aspect of this online module. Each student is expected to log in and make a meaningful contribution to their online group discussion at least 3 times a week.
Failure to participate sufficiently in this process may result in students being removed from the module. Please contact your facilitator if you are concerned that you are unable to meet the minimum required contributions in a given week.Each week, students will engage with onlinelectures, as well as participate in group learning activities via GCU Learn in order to engage with the identified learning outcomes of the module. Prior to each week there will be ‘required reading’ that students must read in order to benefit fully from the learning activities offered.
Subsequently, there will also be additional ‘directed reading’ students are expected to complete to further developtheir understanding of the issues raised each week. Finally, students are expected to engage in ‘wider reading’around the topics which they initiate themselves, drawing from the indicative reading list in this handbook. Multiple Masters programmes feed into the ARMmodule, which is delivered by practitioners from a wide range of specialities.
This means that, whilst multiple research sources are provided on the module, it is strongly recommended that students seek out, share and engage with literature specifically related to their own field of practice.In relation tohealth and social care application, students are encouraged to reflect upon the extent to which health and social care provision is evidence-based and identify areas where further research is required. In addition, students are expected to critically appraise the value of relevant research literature. Formative assessment opportunities and guided tasks will allow students to identify learning strategies to meet their personal learning needs. Communication with module staffThe main channel of communication for general enquiries about the module is through the online Discussion Board.
If, however, you have any queries of a personal or private nature
about this module, you should contact your facilitator directly by email. If your facilitator is unable to help you, please then contact the module leader. If, after having sought help and advice you feel that you still have a serious problem or a grievance that is not being addressed to your satisfaction, that are laid out in your Programme Handbook.Module TeamModule Leader: Dr Jamie FrankisDeputy Module Leader: Dr Ben ShepherdYou can find further information about the module team’s contact details and working pattern in the Module Support / Staff Contact tab on the module GCU Learn site. TheUniversity is committed to ensuring that you are supported to achieve asuccessful outcome on your chosen programme and associated modules. If you have aparticular problem with the academic content of the module,please contact your module Facilitator in the first instance. Further module contacts are found on the GCU Learn website under the Contacts folder. Module SyllabusThe following topics form the key strands of this syllabus which will be explored in depth:(1) A review of the research process and terminology.(2) An appraisal of comparisons between quantitative (deductive) and qualitative (inductive) paradigms.(3) Clearly identified research methodologies and the processes involved.(4) Procedures involved in designing a research project:-devising a research question-providing a rationale-planning a literature review and structured literature review-using an appropriate methodology-ethical considerations-definingthe participant group-data collection strategies (reliability & validity of tools)-proposing suitable data analysis and statistical tests-analysing data-implications of possible findings for practice(5) Purpose of triangulation(6) Critically reviewing published research studies and structured reviewing(7) The role of ethics committees
Learning OutcomesOn completion of the module the student should be able to:
1. Critically evaluate the main differences between quantitative (inductive) and qualitative (deductive) approaches.
2. Distinguish between different research methodologies and critically evaluate components that comprise each method.
3. Demonstrate an ability to effectively utilise information retrieval skills.
4. Critically appraise and evaluate published research that relates to relevant subject areas.
5. Demonstrate a critical understanding of the role and procedures involved in gaining ethical approval.
6.Formulate research questions and where appropriate set relevant hypotheses.
7.Critically appraise the ability of different research methods to answer specific research questions.
8. Devise and critically review data collection methods used in both qualitative and quantitative methods.
9. Select and apply data analysis methods used in qualitative research.10. Select appropriate descriptive and inferential statistics to analyse quantitative data.
External ExaminerThe University attaches great importance to the role of External Examiners as a key means of assuring thatacademic standards are at an appropriate level, comparable to those of other higher education institutions and that assessment processes are rigorous and fair. External examiners also make a valuable contribution to the enhancement of programmes and theirassociated modules. The External Examiner(s) for your programme/module is Dr Jaci Hewsand holds the position ofLecturer and Programme Leader, MSc Public Health & Health Promotionfrom School of Healthcare Sciences, College of Health & Behavioural Sciences at Bangor University.Please note that External Examiners have a specified term of office which means they may be subject to change within the duration of your studies.
The details of the external examiner are for information only. Itis inappropriate for students to make direct contact with external examiners, in particular regarding their individual performance in assessments. If you have a concern about your performance, please note the policies relating to Mitigating CircumstancesandAppeals and Complaintsand Personal Tutor. Additional Module SupportLearningDevelopmentCentresInadditiontoreceivingsupportfromthemoduleteam, ourSchoolhasaLearning Development Centre (LDC). There are 6 Academic Development Tutors (ADTs) in the team and they provide academicwritingsupportforhomeandinternationalstudents,ICTsupport,adviceonstudyskillsandotheracademicsupportandguidance.
8TheLDCisan inclusiveservice andiscommittedtoprovidingsupportforallstudents, includingthosewithdisabilitiesorspecificlearningandteachingneeds. The LDC provide face-to-faceandonlineacademicsupport;throughacombinationofworkshops,smallgroupsessions,one-to one appointments an detail or teaching within modules. Thes upport available to students is provided in a professional and supportive environment, enabling students todevelop the skills required to succeed at university.
Learn provide saccess to arange of additional module materials such as slides/visuals from lectures,weblinks relevant to the topic,further reading and details of seminar and assessment tasks.This module is delivered entirely online via GCU Learn. Learning materials will be ready from the previous week and students should ensure they have completed these, as well as the weekly worksheets in advance of each week’s tutorial. Similarly, GCU learnwill specify the required and directed reading for each week.
Online LearningVersionThis module runs in two versions –‘online’ and ‘blended’ learning. ‘Online’ learning is entirely asynchronous, meaning that you do not need to attend tutorials or lectures at set times online. This gives you greater flexibility in organising your learning time. The ‘Blended’ learning version requires students to attend weekly webinarsand several lectures at set times, known as ‘synchronous’ delivery. You have selectedthe ‘online’ learning mode for this lecture. However, you are invited to attend the synchronous lectures if you like (see timetable below) but these will be recorded and made immediately available onlineif you would prefer to access them asynchronously.If you wish to swap to the ‘blended’version, please contact your programme leadin the first instance.
Student EmailYou should ensure you have activated and check your student email during this module as important information, and provisional courseworkmarks and feedback will be sent to this email address. You should only contact your module facilitator through your GCU email, otherwise they will not be able to discuss university relates issues for reasons of confidentiality.
Assessment In accordance with the University’s Digital Assessment Policy and Online Similarity Checking Policy all standard academic summative submissions of coursework ,i.e.those that are primarily text-based and contribute towards a final named GCU award at SCQF Level9 (Bachelors/Ordinarydegree)or above,will be submitted online through Turn it in.Support and guidance in understanding and interpreting a Turn it in originality report from induction on wards,can be accessed through PLATO, the online plagiarism tutorial. Whereplagiarismisdetectedthiswill be dealt with under the Code of Student Conduct.
There are two pieces of assessment on this module, a formative and a summative assessment.Summative Assessment Students’ learning on this module will be assessed with a single summative assessment piece of coursework. Students will prepare a protocol to conduct either a quantitative empirical research study, a qualitative empirical research study or a structured literature review. This protocol will critically engage with research methods and searching theory to provide a detailed critical account of how the research study / structured literature review will be conducted. As such, this coursework will likely underpin students’ subsequent Dissertation, which may be either a quantitative study, a qualitative study or structured literature review. Students maynot devise a mixed methods study as this would be outwith the scope of their assessment and Dissertation.
When thinking about whether to choose an empirical or literature review protocol, bear in mind that anempirical dissertationis challenging to do in15 weeks, particularly because of the time ethical approval can take but also because of the time data collection can take.You should also think how Covid-19 will impact your ability to collect research date (e.g. face-to-face data collection may not be feasible).If you are not studying your full MSc, you do not need to concern yourself with this issue, but still need to develop a protocol that would be feasible for 1 person to conduct in 15 weeks.Students must select their own topic/research question to pursue as part of their protocol and will learn about qualitative, quantitative and structured literature review methods in order to inform and develop their choice. Students start to develop their topic in week 1 and should have this well developed by week 7 of the module. A key aspectof your online discussion board work will be to discuss your topic ideas with your peers and group facilitator who will help you to develop your protocol.Students are strongly encouraged to select a topic which relates to the thematic areas of research pursued at GCU, as described during the Week 1 session. Alternatively, it is entirely appropriate that students may already have a specific research focus from their own professional activities which does not directly align with these thematic areas. However, it is advised that students do not select a topic which relates to neither the GCU thematic research areas nor their own professional practice.Further details of the summative assessment are available later in this handbook.
Formative AssessmentStudents will also be given the opportunity to purse a formative assessment activity. During week 7students will undertake and write a literature searchprocess (500 words) and critical methodological appraisal of one chosen primary research article (250 words) based on their chosen protocol topic.This formative assessment provides students with the opportunity to practice the skills developed during the module, as well as providing feedback to indicate their understanding of key issues raised. Although submission of the formative assessment is compulsory, it is not graded and does not count towards the final summative mark awarded for the module.
The purpose of the formative assessment is to allow students the opportunity to practice their literature searching skills, their ability to read and synthesize key literature and their academic writing and referencing skills.Further details of the formative assessment are available later in this handbook.Module Content Within this module, all students initially follow the same core lectures in order to provide a strong grounding within the key issues relevant to research. In week 1 students are introduced to the module and the philosophy which underpins the two key –but somewhat different –approaches to research, namely qualitative and quantitative methods.
In week 2, the focus is on literature reviewing, that is, the process of obtaining and appraising research evidence which has already been completed. Students learn how to search research databases to obtain published studies, how to conduct a critical literature review before focusing on the structured literature review technique which is a formal way to draw together and evaluate the current state-of-the-art knowledge around a focused topic.
In weeks 3 and 4, students focus on the quantitative research approach. Some key quantitative research designs are examined, before ways of recruiting people to take part in research and means of collecting quantitative data. Students also look at issues of validity and reliability which examine whether a quantitative study is of high quality before considering how quantitative data are analysed.
In weeks 5 and 6 students focus on the qualitative research approach, considering the same issues of design, participant recruitment, data collection and analysis in turn as well as issuesof study rigour which ensure high quality research. Students will learn how these issues make the qualitative approach very different from the quantitative perspective.
In week 7 we bring thisall together, looking at how to define a research question, how to choose the appropriate approach for your topic and ways in which qualitative and quantitative methods can be synthesized to enhance understanding still further.Module ElectiveDuring weeks 8 –10, students may choose to pursue ONE of the following 3 electives which focus on a particular research approach in greater depth. 1.Quantitative Methods2.Qualitative Methods3.Structured Literature Review
