Planning my Research Project.

As in project management, it is suggested that a GANTT chart be used to help organise and monitor the progress of a research project. In my case, for example, this could be as follows:

The project is divided into several sections of development, execution and evaluation but as a first time researcher I am quite aware that I will need to be flexible with these timings.

Although the student participants won't be at the university until the beginning of April, development work will begin in February. During February and March I plan to continue research on mobile assisted language learning and develop the tools for the students to use. At the beginning of April when the students return I will ask all of my second semester engineering students to complete a background survey on mobile learning. In the following week they will then be invited to participate in the study and briefed on their role. The students will then begin using the mlearning tools and after approximately 7 weeks I will interview the students to gather data on their experiences so far. These interviews will also be an opportunity to improve anything or fix any problems within the materials. The second stage of the study will then see the students continue to learn with the tools until the end of the semester. They will then be interviewed again to gather final attitudes and experiences to mobile assisted language learning.

The analysis of this data will be done using EvaSys for the quantitative data and Weft QDA for the qualitative data. As I have never done qualitative analysis before this will be my first time using such a tool but I hope it will not cause any problems. As far as possible, the chapters for my thesis will be written as the project progresses to ensure that I can finish as quickly as possible.


Sources.

Bell, J. (2010) Doing your research project. (5e) Maidenhead: Open University Press

Cohen, L. et al. (2011) Research methods in education. (7e). Abingdon: Routledge.

Action Research Defined

Having explored various approaches to research I have decided that for my purposes the action research (AR) approach will best help me to address my research questions.

According to Bell (2010), action research is an approach to applied research carried out to address a need for change or improvement in a particular situation. Furthermore, it is a continuous process which does not end when the first data have been collected and analysed, it rather continues in a spiral of continuous action. Although I have never used action research, the intention to facilitate continuous improvement is similar to the well-established Plan-Do-Check-Act Cycle I am familiar with from project management. According to the ASQ (American Society for Quality Control) this cycle can be described thus:

1. Plan. Recognize an opportunity and plan a change. 
2. Do. Test the change. Carry out a small-scale study. 
3. Check. Review the test, analyze the results and identify what you’ve learned. 
4. Act. Take action based on what you learned in the study step: If the change did not work, go through the cycle again with a different plan. If you were successful, incorporate what you learned from the test into wider changes. Use what you learned to plan new improvements, beginning the cycle again. 

The main reason for selecting action research as an approach is the lack of any existing mobile language learning materials at my institution. Producing the materials will form a part of my research project and action research will make it possible to continuously assess these tools and adapt or improve them based on the participant feedback. As Munn-Giddings (2012) also notes:

"...the purpose of AR is to work towards practice change during the research process, not merely to explore and describe a situation "as is"..."  

This reflects exactly the background to my research and makes action research therefore seem like a perfect fit.

McNiff (2002) describes an eight-stage model of action research:

1. Review current practice.
2. Identify an aspect to improve.
3. Imagine a way to do this.
4. Try it.
5. Monitor and reflect on results.
6. Modify based on results.
7. Evaluate the modified action.
8. Continue until satisfied.

With regard to my project, step 1 and step 2 have taken place and the next step is to decide on and  implement my mobile language learning tools. Stages 4 to 8 will be possible once the new semester begins in April and I look forward to trying them out. 


Sources.

Bell, J. (2010). Doing your research project. (5e). Maidenhead: Open University Press.

McNiff, J. (2002). Quoted in: Cohen et al. (2011). Research methods in education (7e). Abingdon: Routledge.

Munn-Giddings,C. in Arthur et al. (2012). Research methods & methodologies in education. London: Sage.

Tague, N. (2004). Plan-Do-Check-Act Cycle.
http://asq.org/learn-about-quality/project-planning-tools/overview/pdca-cycle.html [Accessed 04.01.2013]
 

Researching mobile learning

A summary of the research I have done so far into mobile learning has just been published in the University of Hamburg's "Hamburger eLearning Magazin". This publication gave me reason to review my past research and reflect on the research method used; an online questionnaire.

As I discussed in a previous post, creating an online questionnaire, in my case using google docs, was a very quick and simple process. Asking students to participate either in person or in a message on a university website discussion forum also required very little effort. On the other hand, the response rate for my questionnaire was not high. Out of over 1,000 full-time students, only 90 chose to participate in my second study, a return rate of less than ten percent. However it has to be noted that not all thousand students would have been aware that the study was taking place. Students are not required to use the message board where I posted the participation request and I certainly didn't speak to each individual directly asking for their help.

Obviously it would be folly to suggest that the results from less than ten percent of the total population are in any way representative. In order to make future results more reliable a way must therefore be found to increase participation. I believe one way to achieve this is to reduce the population size. Rather than attempt to survey the entire student population, my new research project will focus on second semester students of Mechanical Engineering and Electrical Engineering. This will mean to total population of less than two hundred students. As these students are also required to attend a compulsory English module that I teach, reaching them to request their participation should also be easier.

My next research project will also use a combination of research methods, namely a questionnaire and semi-sturctured interviews. There seem to be several problems with the online questionnaire used previously which the next research should address:

• Closed questions don't allow any room for participants to explain their answers.
• The empirical data gathered reveals what people might think but not why.
• The respondents were limited by the questions set by the researcher.
• Completing the survey online meant there was no possibility to clarify ambiguities.
• The results offered only a snapshot of the facts at that moment in time.

I hope that redesigning the questionnaire and reconsidering how it is promoted and how students participate may address these issues. In addition, semi-structured interviews, although more time consuming, will give the opportunity to discuss the students' attitudes and experiences with mobile learning. Time allowing, I think the most successful approach would be to conduct interviews at the beginning of the research project in April, hold shorter update interviews midway through in late May or early June and then hold final interviews to discuss the results in July.

This approach will hopefully offer a combination of both quantitative and qualitative data which should ensure reliable results.

Neil


Sources.

Davie, N. & Heß, M-T. (2012) Studierende nehmen Mobile Learning selbst in die Hand:
Ergebnisse einer Umfrage an der Fachhochschule Südwestfalen in Meschede.
http://www.uni-hamburg.de/eLearning/eCommunity/Hamburger_eLearning_Magazin/eLearningMagazin_09.pdf (Accessed 30.12.2012)

Hannan, A. (2007) Questionnaires in Education Research.
http://www.edu.plymouth.ac.uk/resined/QUESTS/index.htm (Accessed 30.12.2012)

Cousin on "Generating an Ethical Framework"

In chapter two of her book on research in higher education, Cousin raises the issue of research having an "ethical framework" which should (not just morally) guide the researcher and help shape the rest of the research process.

For Cousin there are (at least) two good reasons for researchers having an ethical framework: 

Firstly to protect both the researcher and that which is being researched. Reflecting on the ethics of a study help us to ensure the language, messages, assumptions and effects surrounding our research have all been thought about carefully.

Secondly Cousin says that having an ethical framework is facilitative in that it helps ensure the research is conducted thoughtfully which therefore also adds to the credibility of the results.  

According to Cousin a researcher's ethical framework will also have an impact on their choice of research methods and in particular that certain research methods have implications with regards to the procurement of subjects. 

General guidelines for all educational research should be sought at the national research association of the country in question. Cousin references the American Education Research Association (AERA) for the USA and the British Education Research Association (BERA) as the appropriate body in the UK. Although I am studying at a UK institution I am based in Germany as are my research protagonists - I therefore should make contact with the relevant research body in Germany. A quick google however reveals that the situation is perhaps not as clear as in the UK or USA.

The German Institute for International Education Research (DIPF), which has a Center for Research on Educational Quality and Evaluation, seems like it could be a good place to start.

There is however also the German Educational Research Association (DDGFE) which may also be a relevant contact. They even have a link to their Ethics Codex (in German) on their startpage.

Finally I also discovered that the European Educational Research Association (EERA) is based in Berlin although interestingly seems to have been based in Scotland from 1994 to 2008.


Unfortunately, as my university doesn't teach education I don't have any direct contacts working in this area who could offer me guidance. As a fledgling researcher perhaps reading more on their webpages and contacting them directly is the best approach.

Drawing on the AERA headings Cousin goes on to list five themes of most importance when considering the ethics of your research:

1. Trustworthiness: This means acknowledging your own beliefs and opinions before starting your research and considering other issues such as the quality of your data and how it is presented. 
2. Research participants and participating institutions: Respecting the rights of those taking part in the research and respecting the integrity of the institutions where the research occurs.
3. Informed consent: Means insuring that the partipants in the study are aware of the purpose of the study and their role within it. 
4. Do no harm: Research should not in any way disadvantage those involved or on the otherhand give one group an advantage compared to the other. In the case of testing a different teaching technique or technology this issue is generally accepted as irrelevant as there is no way of knowing if the approach being tested will be advantageouos or not. 
5. Evaluation research: As a researcher it is natural to want to show that an approach being tested is beneficial. It is however vital to remain impartial and ensure that your research method is fair and balanced.

Ultimately, Cousin concludes that ethical considerations are not just something to be made at the beginning of a research project. In actual fact, they have an important role to play in shaping and guiding research from its conception right through to the publication of the research results.

Sources.

Chapter 2, Generating an ethical framework in: Cousin, G, (2009) Strategies for Researching Learning in Higher Education. Routledge: Abingdon

Methodology Abuse of the English language?!

A new magazine, creatively titled "Business English Magazin" was recently launched in Germany for people who want to improve their Business English skills.  I discovered the second issue by chance and, as a teacher of English as a foreign language, decided to order the first issue to see if it might be a useful resource for my teaching.

At the back of the first issue was an article which seemed to be the first of a series entitled: "Room 101". This issue's theme "I Haven't Got an Ology". Obviously a play on words to the old BT adverts with Maureen Lipman. The contents seem to fit in well with this module so (at risk of damaging anyone's copyright - but it is for educational purposes) here is the article:

"Scurrying through the hallowed cloisters in gown and mortarboard in the historic and noble seat of learning, otherwise knwon as Oxford, a bright young thing hurries to his award ceremony. Which college does he attend? I haven't got a clue. It could be anyone of Balliol, Corpus Christi, Magdalen (pronounced Mordlin), St. Hilda's or Trinity. You see, it really doesn't matter because the boy's got an ology. Which ology? Don't ask me; it could be biology , theology, philosophy, anthropology or even gerontology, but even so, it proves that he studied something thoroughly and painstakingly by analysing the theories within. Why do I care? Because I'm on the Room 101 warpath. The thing is, I haven't got a clueology how such a simple word became corrupted. Probably, as usual, it was formed by a personology trying to impressology somebodyology. Have I gone mad? Perhaps, but it's driving me round the bend, and I will need to investigate how a normal word was usurped by the robes of academia.

My wayward word for today's Room 101 target practice is the pretentious imposter, methodology. Granted, it has a legitimate use in describing the study of methods, for that's just what it is, but sadly, this aristocratic word has been kidnapped by its ruffian brother, method. Method was so drably attired that, thinking that nobody would take him seriously he donned the fine, lacy clothing of his more refined sibling while his smarter, older brother was out receiving awards.Now method struts around like a peacock, saying affectedly that he doesn't use a method to do something but a methodology; that's certainly a feather in his cap. At least that's what my research methodology revealed. But I see you are tiring from this tale and already weary of superfluous ologies - please accept my apologies. And now for a just punishment; in true British public school tradition, methodology will receive a sound thrashing in the form of six of the best and then be expelled from school. Ruthless discipline is the only way to uphold standards."

As I am only in the UK occasionally I can't really comment on this. Is the word "methodology" being abused like this is or is the author overreacting? All feedback is appreciated.

Source.

George Sandford, Business English Magazin, Ausgabe 6/2012. www.business-english-magazin.de

Data collection techniques - status quo

Nothing to do with aging, three-chord, denim-clad rockers - before I begin working through unit 4's material on Data Collection Techniques I thought it would be a good idea to reflect on my experiences in this area so far.

As an undergraduate student of Communication Studies I have the feeling that research wasn't talked about as much as it could have been. I had one class in reseach methods and during my exchange semester in the USA was able to take an additional two classes on this area. As a branch of the social sciences I think there was a (natural) bias towards qualitative methods although whilst I was in America we did also get taught more empirical topics about sample sizes, reliability, Anova, and t-tests. Unfortunately, as I decided to write my dissertation as an analysis of literature (on propaganda in school history books, for those who are curious) I didn't make use of any of these tools.

When I did my first research for the BOE degree during the Customised Study module I had to go back to my notes and refresh my memory on research techniques. I decided to use an online survey as my data collection instrument - probably for the same reason most students choose them: 

• Surveys are quick to create and carry out
• Online survey tools do all the number-crunching for you
• No need to go out into the cold and actually talk to people
• No waste paper

On the other hand, I did also discover the drawbacks to using a survey, and in particular a web-based survey:

• Little control of your target audience
• Reliant on student good-will for their participation
• Not possible to explain questions if they are unclear
• Little possibility for getting qualitative feedback
• No possibility to ask additional questions

 For the eager researcher then, the question has to be, "Do these advantages outweigh the disadvantages?". In my case, as I wasn't wanting to make any profound scientific observations based on my results I think it was okay. Students here who are researching for the Bachelor also tend to reach for online survey tools and then make sweeping statements based on the results. I think this is due to us not having a compulsory course on research methods, in other words, a lot of them don't know any better!

Personally, I find this a really interesting area and am looking forward to the unit and reporting back on what I have learnt.

Neil

   

Coping with mountains of material!

As mentioned in my previous post, there is so much literature available on my topic that knowing when to stop reading is a real challenge. Interestingly, researchers such as Kukulska-Hulme & Shield (2008) have commented that there is a lack of research in some areas of mobile learning. Going by the results of my initial searches via google scholar (see below) this does not however seem to be the case:

Search Term	Results	Results (since 2012)
technology enhanced learning	1,130,000	23,500
computer assisted language learning	312,000	23,500
computer assisted language learning + vocabulary	49,200	4,240
mobile learning	2,150,000	42,800
mobile assisted language learning	81,000	10,200
mobile assisted language learning + vocabulary	18,400	1,800
mobile assisted language learning + vocabulary + sms	1,250	180

 
Figure 1: google scholar search results - as of 1 December 2012.


The results returned by google scholar are however not just academic papers. It also includes presentations available online, websites, theses, books and abstracts. Interestingly enough, although "technology enhanced learning" is consider by many to be the generic term for any kind of learning using technology and mobile learning is a subset of this, more results are returned for mobile learning than for technology enhanced learning. Becoming more specific, the search term "computer assisted language learning" returned 312,000 results, whereas,as expected, the newer, more specialised area, "mobile assisted language learning" returned only 81,000 results. Adding "vocabulary" as an additional search term returns a more manageable total of 18,400 results with 1,800 from 2012. Becoming even more specific, adding "sms" as another additional term returns only 1,250 results in total and only 180 for 2012. This is a much more manageable amount but it would still not be possible to read all of them. This is where the process of sorting the wheat from the chaff, as discussed in my last post, really begins.

Turning to the academic databases available through the Napier library, the ERIC (Education Resources Information Center) database returns only 68 results for "mobile assisted language learning" and only thirteen with the additional term "vocabulary". Adding the final search expression used above "sms" brings the results down to only two! The British Education Index database returned a similar amount of results, only 36 for "mobile assisted language learning" which goes down to only 8 with the addition of the search term "vocabulary". When "sms" is added as a final search term there are again only two results!

This huge discrepancy between the results returned by google scholar and by these two educational databases leads me to wonder exactly where to start. The huge amount of results returned by google are definitely somewhat overwhelming whereas the results from ERIC and the British Education Index are definitely underwhelming. I think my technique of combining both sets of resources is probably the best approach. There are so many interesting pieces of research appearing everyday (handily emailed straight to me by a google scholar alert) that a literature review could definitely go on forever. Self-control seems to be the most important skill to have in coping with mountains of material!

Sources.

Kukulska-Hulme, A. & Shield,L. (2008). An overview of mobile assisted language learning:
From content delivery to supported collaboration and interaction. ReCALL, 20(3), pp. 271–289.