Can we engage postgraduates in active research methodology learning? Challenges, strategies and evaluation of learning

ABSTRACT

Due to the complex nature of research methodology courses, the current study focused on implementing the active teaching and learning approach to a postgraduate research method course in a Malaysian university over an academic semester. A qualitative analysis of observations, instructor-learner interactional exchanges, students’ drafts of tasks and pre-course and focus group discussion was performed. The findings revealed three types of challenges: student-oriented challenges, subject-matter-related challenges and instructor-oriented challenges. Three main pedagogical strategies: instructional scaffolding, peer scaffolding and engaging the postgraduates in drafting their tasks were employed as a response to these challenges. Although the active teaching and learning practices resulted into students’ enhancement of the assigned research methodology tasks and positive research learning experience, such practices were time and effort-consuming. Therefore, future research will need to examine the applicability of our active teaching and learning approach to research methodology courses in different contexts.

KEYWORDS:

• Research methodology
• active learning
• postgraduates
• challenges
• evaluation of learning

Acknowledgements

We should thank the postgraduates who participated in this study. We also extend our gratitude to those who have helped in coding the data.

Disclosure statement

No potential conflict of interest was reported by the author(s).