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SoTL : Research Design

SoTL : Research Design. Nancy Gourash Bliwise, PhD STEP Faculty Development Workshop Emory University June, 2014. Research Design in SoTL. Commitment to Outcomes Research. Learning Objectives.

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SoTL : Research Design

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  1. SoTL: Research Design Nancy Gourash Bliwise, PhD STEP Faculty Development Workshop Emory University June, 2014

  2. Research Design in SoTL

  3. Commitment to Outcomes Research

  4. Learning Objectives • Identify the basic elements of four common quasi-experimental designs used in outcomes research • Discuss strategies to “control” factors that might impact validity of conclusions drawn from designs • Be able to identify ethical issues in educational outcomes research and resources for IRB review

  5. Outcome Research is … • Important • Rewarding • Necessary

  6. And often… • Difficult • Time-consuming • Small effect sizes

  7. Type of Research Descriptive/Qualitative Inferential/Quantitative Question: What Works? hypothesis testing, confirmatory empirical, statistical, comparative Samples: large, representative Assessment: scores, rates deductive summative, precise, reliable • Question: What Is? • descriptive, generative • naturalistic, observational, constructivist • Samples: small, targeted • Assessment: interviews, observations • inductive • formative, “thick description”, expansive

  8. Formal Design • Focus of SoTL • Actions as educators • Student learning and performance • Question guides choice of design • Source Material: • Cook & Campbell (1979) – Quasi-Experimentation: Design & Analysis Issues for Field Settings • Trochim (2006) – Research Methods Knowledge Base • Online: http://www.socialresearchmethods.net/kb/ • NSF – User-friendly Handbook for Mixed Methods Designs • Online: http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf97153

  9. Optimal Design -- Descriptive • No single preferred design • Common features • Focus on individual and collective experiences of students • Context is described • Search for patterns • Developmental • Multiple assessment methods and assessment opportunities • Subgroup analysis

  10. Optimal Design -- Inferential

  11. Randomized “Clinical” Trial

  12. Real Life • Quasi-experimental designs • Non-random assignment to groups • Frequently used (and effective designs • Single group repeated measures design • Non-equivalent groups pre-test/post-test design • Cohort design • Single group crossover (ABAB) design

  13. Uninterpretable Designs • One-shot case study • Single-group pre-test/post-test design • Static group comparison X O O1 X O2 X O O

  14. Single Group Repeated Measures/Time Series • Add multiple observations to track learning/change • Goal is to study the trajectory of learning • Depth of knowledge • Understanding of concepts • Application • Integration/synthesis • Testing of ideas O1 O2 X O3 O4 O5 O6

  15. Non-equivalent Groups Pre-test/Post-test Design • Compare two classes • New vs. standard • Willing/interested colleagues • Commitment to method • Pre-test/Post-test essential • Targeted measurement O1 X O2 O1 O2

  16. Cohort Design • What if you are the only one who teaches this? • Or colleagues are not “willing” • Compare outcomes to yourself • But be very, very careful • Risk – nothing else can change • Assumes stable cohort O1 X O2

  17. Single Group Cross-over Design • Multiple units/cases • Replicate (ABAB) • Standard assessment strategy XA1O1O2O3 XB1O4O5O6 XA2O7O8O9XB2O10O11O12

  18. Less “Control” • Rule out competing explanations of findings • Argument/Logic • Measurement • Student demographics • Possible pre-test differences • Characteristics of “treatment” • Design • Statistical controls • Preventive action

  19. Sound Measurement • Existing standards • Independence of observations, where possible • Conceptual comparison • Multiple dimensions/skills

  20. Your Turn… • Choose design that best “fits” your case • Type of class • Possibility of comparison • Assessment strategy

  21. IRB Review • Educational research • Human participants • Type of research • Non-research/exempt/expedited • Primary Issues • Coercion • Informed consent

  22. Everything IRB • www.irb.emory.edu • Social-behavioral studies • Multi-disciplinary team • Rebecca Rousselle • Carol Corkran

  23. Non-Research • New category • Systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge • PI can make this determination • If it is just for your own evaluation, it is not research

  24. Exempt vs. Expedited • Most surveys, interviews, or observations of public behavior are presumed exempt if the participant cannot be identified (no links from the person to the data) or the responses/data can not harm the participant. • IRB determines this

  25. Coercion • Major issue • Students must be free not to participate

  26. Informed Consent • Description of the purpose of the study • Who is being studied • What will be required • Risks/benefits • Compensation • Legal review • Contact information • Summary of findings

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