Course Title: Problems and Methods in Educational Research
Course Number: EDRS 810
Reflection: Superbly presented overview of both qualitative and quantitative approaches to educational research, this class helped lay a common foundation for me in regards to the equal levels of rigor which each approach should receive and led to improved writing and presentation skills – both necessary traits in going forward towards proposal. The Human Subjects Review Board (HSRB) process was covered in some depth and I believe I left better prepared to navigate the GMU requirements for research. This was also my first opportunity to tailor my coursework towards my own self-interests in the development of the required papers and I used this classwork to begin my investigation into the intersection of learning styles and technological literacy – my hypothesis being – that higher levels of technological literacy are reflected in particular learning styles and that, in combination with the proposal that technological literacy is on the rise, how we teach the Next-Gen learner will have to accomodate a shift from traditional methods. This direction was heavily influenced by my prior Master’s work in Adult Education and I my belief that technology is driving the need for more androgogic methods of teaching/facilitating to younger and younger ages as a result of technology. More about this on my Research tab.
Artifacts:
A balance between the two main approaches, both qualitative and quantitative papers were required, along with a final presentation and a take-home final exam.
Professor: Dr. Margo Mastropieri
Grade: A