The aims of this module are to introduce principles and practices in educational research and support students in developing a well-articulated understanding of the nature of educational research. Through critically engaging with the evidence and methodologies, this module cultivates students’ capacity as research-led practitioners to design rigourous and independent research, enhancing their knowledge and skills in selecting appropriate research designs, data collection, and data analysis techniques to examine complex educational problems from professional work settings. This year-long introductory module is offered in Year 1 together with EDS442 of the EdD programme. It enables students to acquire a general and comprehensive picture of educational research and prepares students to transition to more specific and sophisticated research methods in Year 2 of the EdD programme. This module sets the foundation for building up research knowledge and skills for the thesis stage.
A. Critically explain the theoretical foundations and key concepts for major research methods in the social sciences. B. Evaluate and critique various educational literature, research designs, and methods commonly employed in educational research. C. Independently apply a range of research methods in theoretical and empirical studies and evaluate the rigour of research. D. Develop an innovative research design portfolio to solve educational problems in professional workplaces. E. Apply professional standards and research ethics and integrity in data collection, analysis, and reporting.
This module adopts a blended, research-led, and practice-oriented approach to teaching and learning through three complementary methods: intensive residency weekends, synchronous online sessions, and scaffolding tasks that build up to progressive development of practice-based research outputs. A Research Led Project Based Learning approach guides the learning and teaching, where students will be provided with learning opportunities during the residency weekends. Theory and applied knowledge will be integrated to project-based learning activities to introduce the fundamental knowledge of the module and develop research skills. This approach will support peer collaboration, dialogue, and knowledge exchange as well as deeper reflective opportunities. Delivery strategies during the residency weekends focus on student-centred interactive activities, field visits, and integration of technology including AI to facilitate learning. Synchronous online sessions between the residency weekends provide students the opportunity to engage in further dialogue, peer feedback, and consultation with the teaching team. Students will reflect on real world problems from their professional workplaces or in consultations with Centres of Excellence (CoE) or other AoFE partners to bring into their assessments which involve developing a research problem diary and eventual innovative research design portfolio. A series of asynchronous scaffolding tasks are embedded throughout the module to enable students to consistently build up the components required for the assessments. These tasks provide various opportunities for students to exchange peer feedback, pose and respond to questions and remain engaged throughout the year as part of a scholarly community. Students are encouraged to use technology (including AI) to generate and refine ideas iteratively as part of feedback mechanisms that complement and augment engagement with peers.