BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| EDUCATIONAL TECHNOLOGY (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6002 | Qualitative Methods in Educational Research | Fall | 3 | 0 | 3 | 9 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Basic information
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. SEZİN EŞFER ÖNDÜNÇ |
| Course Lecturer(s): |
Prof. Dr. SİNEM VATANARTIRAN |
| Recommended Optional Program Components: | None |
| Course Objectives: | EDT 6102 is designed to introduce students with the essential basics of conducting qualitative research in a variety of settings. The topics include: How to design a Qualitative Study; Qualitative Approaches to Inquiry (Narrative Research, Phenomenological Research, Grounded Theory Research, Ethnographic Research, Case Study Research, Action Research); Qualitative Data Collection and Analysis; Writing the Study; Ethics in Qualitative Research.. The students taking this course will be encouraged to come up with research questions and attempt fieldwork for data collection. |
Learning Outcomes
|
The students who have succeeded in this course; The students will be able to : Conduct qualitative research in a variety of settings; Design a Qualitative Study; get familiar with Qualitative Approaches to Inquiry (Narrative Research, Phenomenological Research, Grounded Theory Research, Ethnographic Research, Case Study Research, Action Research); Collect Qualitative Data Analyse qualitative data; Write the Study; Apply Ethics in Qualitative Research |
Course Content
| Introduction to the basic steps of qualitative research What is qualitative research? Finding a research gap; possible research areas and topics Qualitative, quantitative and mixed methods research Philosophical Paradigm/Theoretical Underpinnings How to design a Qualitative Study 1. Characteristics of Qualitative Research 2. Qualitative Research 3. When to use Qualitative Research 4. The process of designing a Qualitative Study 5. General structure of a Proposal Five Qualitative Approaches to Inquiry 1. Narrative Research 2. Phenomenological Research 3. Grounded Theory Research 4. Ethnographic Research 5. Case Study research 6. Action Research Introducing and Focusing the Study The Research Problem The Purpose Statement The Research Questions Ethics in Qualitative Research Qualitative Data Collection Conducting Effective Interviews Qualitative Data Analysis and Representation Writing a Qualitative Study |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Introduction/Needs Analysis Introduction to the basic steps of qualitative research What is qualitative research? Finding a research gap; possible research areas and topics Qualitative, quantitative and mixed methods research | Creswell Chapter 1 Yıldırım & Şimşek Chapter 2 Merriam Chapter 1 |
| 2) | Philosophical Paradigm / Theoretical Underpinnings | Creswell Chapter 2 Bogdan & Biklen Chapter 1 (pp.24-35) |
| 3) | How to design a Qualitative Study 1. Characteristics of Qualitative Research 2. Qualitative Research 3. When to use Qualitative Research 4. The process of designing a Qualitative Study 5. General structure of a Proposal • Creating ITS Learning account • Planning your Project • Developing research questions | Creswell Chapter 3 Merriam Chapter 4 Glesne Chapter 2 |
| 4) | Qualitative Approaches to Inquiry 1. Narrative Research 2. Phenomenological Research 3. Grounded Theory Research 4. Ethnographic Research 5. Case Study research 6. Action Research • Going over research questions. • Formulating Research Questions | Creswell Chapter 4 |
| 5) | Five Qualitative Approaches to Inquiry 1. Narrative Research 2. Phenomenological Research 3. Grounded Theory Research 4. Ethnographic Research 5. Case Study research 6. Action Research • Sample RPO • Guide for writing Qualitative Research paper | Creswell Chapter 4 Yıldırım & Şimşek Chapter 3 |
| 6) | Presentations and Discussion of research articles Five different Qualitative Studies and differences among the Approaches | Creswell Chapter 5 & 6 |
| 7) | Introducing and Focusing the Study The Research Problem The Purpose Statement The Research Questions (The Central Question and subquestions) | Creswell Chapter 6 |
| 8) | Ethics in Qualitative Research | Glesne-Chapter 6 Yıldırım & Şimşek -Chapter 3 Dörnyei (Research ethics, piloting: p. 63-77) |
| 9) | Qualitative Data Collection: The data Collection Circle The Site or Individual Access and Report Purposeful Sampling Strategy Forms of Data: Interviewing, Observing, Recording Procedures Field Issues: Access to the Organisation,Observations, Interviews, Documents&Audiovisual Materials, Ethical Issues Storing Data Piloting Focus Group Delphi | Creswell-Chapter 7 Merriam-Part Two Dörnyei (Qualitative data collection: p. 124-162) Bell (Observation studies: p. 184-198) Dörnyei (Purpose and design of mixed methods research: p.163-175) |
| 10) | Fieldwork Conducting Effective Interviews Being a Careful Observer (Video Analysis/Role-play) | Bogdan-Chapter 3 & 4 Glesne -Chapter 5 Yıldırım & Şimşek -Chapter 7-8-9 Merriam-Chapters 5-6 Bell (Designing interviews: p.156-172) |
| 11) | Qualitative Data Analysis and Representation Early Steps in Analysis Qualitative Data Analysis; Computer Software for data entry and analysis | Creswell-Chapter 8 Bogdan & Biklen-Chapter 5 Merriam-Part 3 Glesne-Chapter 7 Dörnyei (Qualitative data analysis: p. 242-267) Miles & Huberman (Early Steps in Analysis: pp.50-88) Dörnyei (Data analysis in mixed methods research: p.268-274) |
| 12) | Qualitative Data Analysis and Representation | Creswell-Chapter 8 Yıldırım & Şimşek -Chapter 12 Glesne-Chapter 7 Dörnyei (Classroom research, action research: p.176-194) |
| 13) | Writing a Qualitative Study Writing the Research Paper: Unity and coherence; Organization: Introduction, body, conclusion. Standards of Validation and Evaluation Validity, Reliability & Ethics | Creswell-Chapter 9 Bogdan & Biklen -Chapter 6 Merriam-Chapter 9 Yıldırım & Şimşek -Chapter 13 Bell (Interpreting the evidence and reporting the findings: p.201-230) Bell (Writing the report: p.231-248) |
| 14) | Presentation of the Research Reports (With preliminary findings and discussion) |
Sources
| Course Notes / Textbooks: | Creswell, J.W. (2007) Qualitative Inquiry & Research Design. London: Sage Pblications. Bogdan,R.C. & Biklen,S.K. ( 2007) Qualitative Research for Education. An Introduction to Theories and Methods. Boston: Pearson. Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press. Glesne, C. (2013) Nitel Araştırmaya Giriş. 2. Baskı.(Çev. Ed. Ersoy, E & Yalçınoğlu, P.) Ankara: Anı Yayıncılık. Merriam, S. (2009) Qualitative Research. A Guide to Design and Implementation. San Francisco: John Wiley & Sons,Inc. Miles & Huberman (1994) An Expanded Sorcebook. Qualitative Data Analysis. Thousand Oaks: Sage Publication. Yıldırım, A. & Şimşek, H. (2013) Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 9. Baskı. Ankara: Seçkin Yayıncılık. |
| References: |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Total | % | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % | |
Contribution of Learning Outcomes to Programme Outcomes
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To comprehend current and advanced knowledge in the field of educational technology and being able to relate this knowledge information with education. | 5 |
| 2) | To comprehend relations between Educational Technology and others disciplines and being able to state ideas concerning possible implementations in framework of these relations. | 3 |
| 3) | To be able to evaluate, improve and design applications, methods generate new ideas which are innovative for educational technology. | 3 |
| 4) | Being able to manage original research in educational technology using interdisciplinary perspective. | 4 |
| 5) | Being able to investigate original issues within the frame of scientific research techniques as independently or in cooperation with others. Then being able to present the obtained results as research report. | 5 |
| 6) | Being able to advocate original views in discussions in the field of educational technologies. | 3 |
| 7) | Being able to communicate with experts in the field of educational technologies in written, orally and visually. | 2 |
| 8) | Being able to create new ideas and techniques concerning educational technology using high level mental process such as creative and critical thinking, problem solving and decision making. | 3 |
| 9) | Being able to make contributions to the society in being an information society and sustaining this by following the emerging scientific, technological, social and cultural developments. | 3 |
| 10) | To make contribution to solve social, scientific, cultural and ethic problems in issues related to e-learning technologies and promote development of these values. | 3 |
| 11) | Being able to make contributions to the knowledge in the field by publishing a scientific article in the field of educational technologies at national or international journals. | 4 |
| 12) | Being able to lead the situations when original and interdisciplinary problems are needed to be solved. | 3 |