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Research Methodology

Page history last edited by Rob Power 11 years, 9 months ago

Research Methodology

For the first phase of the QR Cache project, the mobile RLOs were used to replace workbook-based learning for a computer hardware components unit in the TPP Introduction to Computers course.  A primer lesson was integrated to teach students about QR codes, and provide them with an opportunity to explore the QR code scanning capabilities of their own mobile devices.  Instructors and students worked together to locate and install QR code applications (if none were already installed on students’ mobile devices).  The next two class sessions were used by students to explore samples of computer hardware components to which QR codes had been mounted.  Students were responsible for learning the English terminology and basic functions of the devices.  Mastery of the required competencies was assessed using the standardized Practical Evaluation (PE) and Knowledge-Based Test (KBT) assessment instruments employed in the TPP MC-105 course.  The results of the number of students who successfully completed the PE and KBT assessments, and the number of attempts needed for successful completion of each assessment, were compared to those from a control group of students in a section of TPP MC-105 that did not use the mobile RLOs. 

 

Upon completion of the in-class activities, participating students were invited to complete on online questionnaire about their learning experiences using the QR codes and their own mobile devices.  The questionnaires consisted of a combination of fixed and open-response items (Cohen et al., 2011, p.382) covering such themes as ease of access, the look and feel of the RLOs, levels of interaction with their peers and instructor, and overall impressions.  A similar questionnaire was prepared for participating instructors to provide feedback on the learning activities and RLO designs.  Responses to fixed and open-response questionnaire items were coded to reflect the research issues (p. 559-563).  These were analyzed for the identification of major themes related to student and instructor perceptions, and evidence of effects upon transactional distance and the types of activities that form the domains of the FRAME model.

 

The data collection and analysis plan for the QR Cache project is outlined in Figure 4, below:

 

 

Figure 4: Data Collection and Analysis Plan for the QR Cache Project


 

Background:

 

 


 

Read my full paper on Planning Research Strategies for the QR Cache Research Project

(completed for EDDE 802: Advanced Research Methods as part of the Athabasca Univeristy EdD in Distance Education program)

 

 

Main Project Links

 

 

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