Strengthening the Organizing of Articles Readings among Graduate Students to Support their Construction of Research Proposals
10 Apr 2021-Vol. 12, Iss: 3, pp 1294-1304
TL;DR: A study was conducted to look at the thinking of graduate students on the use of a learning template that was developed by the researchers and used in the Research Methodology classes as mentioned in this paper.
Abstract: The use of proper and appropriate technology can help graduate students’ in developmental and constructive writing. The editing and refining processes involved in the writing can either be carried out individually or in small groups. These processes are helpful for novice education researchers to work on and build their research proposals. Their ability to organize information based on their reading of articles, as well as organizing the identified information systematically, is essential for writing a research proposal.A study was conducted to look at the thinking of graduate students on the use of a learning template that was developed by the researchers and used in the Research Methodology classes. This template, called the Organizing Article Review Template (OART), contains elements or focus to organize students' thinking and writing when they are reading research articles. A total of 34Master students, four Research Methodology course instructors, and 16 Master students’ Project Paper supervisors from the Faculty of Education of a public university in the North of Peninsular Malaysia were involved in the study entrenched within the Scholarship of Teaching and Learning (SoTL). The data for this qualitative study was obtained from semi-structured interviews with all the research participants and from students’ reflective writing. The findings of the study show the positive acceptance of students towards the use of templates to organize their reading of articles. The template trained them to focus on reading and selecting appropriate and relevant information in the articles. The use of technology tools such as computers, smart and android phones, as well as appropriate computer programs (for example Words, Excel, and Google docs) were very helpful in supporting the use of OART,which had contributed and helped them to further strengthened their process of writing the research proposals. Editing the components of the proposals was made more practical when using the OART to compare and contrast the identified information from the articles. This study contributes to the facilitation of Master’s students towards being more systematically organized in their thinking when quoting important information from the articles. The use of the OART had also aided them be more confident and critical in writing their research proposals.
Citations
More filters
Book•
01 Dec 2002
TL;DR: An introduction to Learning and Instruction, with examples of teaching by providing Concreteness, Activity, and Familiarity, and Guiding Cognitive Processes during Learning.
Abstract: 1. Introduction to Learning and Instruction. SECTION I: LEARNING. 2. Learning to Read Fluently. 3. Learning to Read for Comprehension. 4. Learning to Write. 5. Learning Mathematics. 6. Learning Science. SECTION II: INSTRUCTION. 7. Teaching by Giving Productive Feedback. 8. Teaching by Providing Concreteness, Activity, and Familiarity. 9. Teaching by Explaining Examples. 10. Teaching by Guiding Cognitive Processes during Learning. 11. Teaching by Fostering Learning Strategies. 12. Teaching by Fostering Problem-Solving Strategies. 13. Teaching by Creating Cognitive Apprenticeship in Classrooms. 14. Teaching by Priming Students' Motivation to Learn. References. Author Index. Subject Index.
539 citations
31 Dec 2019
TL;DR: In this paper, the authors investigate EFL students' difficulties in writing a research proposal by using Swales' Create-A-Research-Space (cars) model and try to find out the students' problems.
Abstract: This study aims to investigate EFL students’ difficulties in writing a research proposal by using Swales’ Create-A-Research-Space (cars) model and try to find out the students’ problems. This study was used as a qualitative research design. The subject of this study are twenty students and the instrument are students writing the research proposal, interview for the students and lecturer. The result of this research is the students’ problem in writing for their introduction for move 1 (75%) and for move 2 (55%), there are 4 (four) students having problems how to face the criteria for inclusion and exclusion from review was not justified and the literature review was not topic focused. Related to methodology, the choice of paradigm, methodology, data collection, and data analysis was not justified to answer the research questions (20%). Next, a detailed description of the research procedures, as well as an explanation of the reason for doing so, was not provided (15%). Continued to the detailed description of procedures and materials was not provided to allow for replication (15%). Moreover, a component of methodologies such as the research design, research site, and participants, data collection techniques, and data analysis is not included (15%). The last, for the references, were all student writing research proposals less to completed the way how to write a reference, such as uncompleted detailed related to sources. The biggest problem related to the students' ability to write a research proposal for the introduction. Some students face some difficulties in how to compose the background well, including introducing and reviewing items of previous research in the area, how to find a gap in the previous research and student's fewer references to quote.
5 citations
14 Sep 2011
TL;DR: The aim of this keynote was to consider some of the theoretical frameworks behind SoTL, look at examples of how SoTL is done in other universities, and consider which SoTL opportunities KSU staff might pursue, and discuss practical tips for pursuing SoTL in a research-intensive environment as discussed by the authors.
Abstract: The aim of this keynote was to consider some of the theoretical frameworks behind SoTL, to look at examples of how SoTL is done in other universities, to consider which SoTL opportunities KSU staff might pursue, and to discuss practical tips for pursuing SoTL in a research-intensive environment
5 citations
TL;DR: In this article, the authors discuss conceptualizations of the soft skills which educators, currently as well as in the years to come, would need in order to sustain their competence as educators.
Abstract: Social workers must be competence with their helping skills and need to be guided to acquire relevant soft skills. Hence, Social Work students need to have significant role models that they can look up to in order to become professionally and socially competent. Within the formal Social Work Education at the higher institutions, they can actually learn much from their lecturers or educators as their role models. This paper discusses conceptualizations of the soft skills which educators, currently as well as in the years to come, would need in order to sustain their competence as educators. In an exploratory study recently carried out, a Social Work expert was asked to describe the experiences of and viewpoints on, soft skills as part of the professional socialization of Social Work educators to become professionally and socially competent. It is important to raise awareness of soft skills competencies among Malaysian Social Work educators to help them in assessing themselves, and identify where and how they could actively improve themselves as educators within the context of their workplace. Embedding the soft skills competencies into their career as social workers is assumed as one of the effective and efficient method of achieving both professional and social competence. The propose soft skills, perhaps, provide early ideas and initiatives towards the construction of a ‘soft skill-framework for Social Work educators’, which can serve as guideline when facilitating and guiding future qualified social workers in Malaysia.
4 citations
References
More filters
TL;DR: Since initially writing on thematic analysis in 2006, the popularity of the method as mentioned in this paper has exploded, the variety of TA approaches have expanded, and, not least, our thinking has developed a...
Abstract: Since initially writing on thematic analysis in 2006, the popularity of the method we outlined has exploded, the variety of TA approaches have expanded, and, not least, our thinking has developed a...
3,907 citations
"Strengthening the Organizing of Art..." refers methods in this paper
...The data was then analysed by adopting the reflexive thematic analysis, which Braun and Clarke (2019) called reflexive TA....
[...]
01 Jan 1963
2,086 citations
"Strengthening the Organizing of Art..." refers background in this paper
...Thus, the advance organizer becomes an anchor for the acceptance of a new content (Ausubel, 1963)....
[...]
TL;DR: In this paper, the authors test the hypothesis that the learning and retention of unfamiliar but meaningful verbal material can be facilitated by the advance introduction of relevant subsuming concepts (organizers).
Abstract: The purpose of this study is to test the hypothesis that the learning and retention of unfamiliar but meaningful verbal material can be facilitated by the advance introduction of relevant subsuming concepts (organizers). This hypothesis is based on the assumption that cognitive structure is hierarchically organized in terms of highly inclusive concepts under which are subsumed less inclusive subconcepts and informational data (Ausubel, Robbins, & Blake, 1957). If this organizational principle of progressive differentiation of an internalized sphere of knowledge does in fact prevail, it is reasonable to suppose that new meaningful material becomes incorporated into cognitive structure in so far as it is subsumable under relevant existing concepts. It follows, therefore, that the availability in cognitive structure of appropriate and stable subsumers should enhance the incorporability of such material. If it is also true that "meaningful forgetting" reflects a process of memorial reduction, in which the identity of new learning material is assimilated by the more inclusive meaning of its subsumers (Ausubel et al, 1957), the same availability should also enhance retention by decelerating the rate of obliterative subsumption. In the present study, appropriate and relevant subsuming concepts (organizers) are deliberately introduced prior to the learning of unfamiliar academic material, in order to ascertain whether learning and retention are enhanced thereby in accordance with the theoretical premises advanced above. METHOD
1,342 citations
"Strengthening the Organizing of Art..." refers background or methods in this paper
...The Idea for Construction of the OART Basically the design of the organizing article review template was based on the notion of ‘advanced organizer’ (Ausubel, 1960) and the five elements suggested by Creswell (2012) when writing the section of ‘problem statement’ in the educational research…...
[...]
...According to Ausubel (1960), an advance organizer is a material that is introduced before an unfamiliar content for students is given to facilitate assimilation....
[...]
Book•
01 Dec 2002
TL;DR: An introduction to Learning and Instruction, with examples of teaching by providing Concreteness, Activity, and Familiarity, and Guiding Cognitive Processes during Learning.
Abstract: 1. Introduction to Learning and Instruction. SECTION I: LEARNING. 2. Learning to Read Fluently. 3. Learning to Read for Comprehension. 4. Learning to Write. 5. Learning Mathematics. 6. Learning Science. SECTION II: INSTRUCTION. 7. Teaching by Giving Productive Feedback. 8. Teaching by Providing Concreteness, Activity, and Familiarity. 9. Teaching by Explaining Examples. 10. Teaching by Guiding Cognitive Processes during Learning. 11. Teaching by Fostering Learning Strategies. 12. Teaching by Fostering Problem-Solving Strategies. 13. Teaching by Creating Cognitive Apprenticeship in Classrooms. 14. Teaching by Priming Students' Motivation to Learn. References. Author Index. Subject Index.
539 citations
"Strengthening the Organizing of Art..." refers background in this paper
...It is sufficient if it is easy to understand and is relevant (Mayer, 2003)....
[...]
TL;DR: In this paper, the authors integrate notions of the improvement of student learning through a focus on the concept of engagement, and add to that broader discussion through a recent empirical study of the perceptions of students gathered through a case study in a UK university.
Abstract: The aim of the paper is to integrate notions of the improvement of student learning through a focus on the concept of engagement, and adds to that broader discussion through a recent empirical study of the perceptions of students gathered through a case study in a UK university. It is proposed that student engagement lies on a continuum from disengaged to engaged, and also exists at a number of levels within which the same student may exhibit different degrees of engagement. We argue that if the built‐in alienating influences within higher education are to be countered, multi‐faceted engagement is required. Learners, we conclude, are more likely to engage if they in turn are supported by teaching staff who engage with: students, with the subject, and with the teaching process, and furthermore that the classroom teacher requires support in achieving this.
468 citations
"Strengthening the Organizing of Art..." refers background in this paper
...Among the best teaching approaches are those that involve active students’ involvement (Bryson & Hand, 2007).....
[...]