Showing papers on "Unobtrusive research published in 2001"
TL;DR: In this article, the authors explored how unobtrusive research methods popularized by Webb et al. can be utilized in forensic research, with special reference to examining investigative processes and criminal behaviour.
Abstract: This article explores how unobtrusive research methods popularized by Webb et al. (1966) can be utilized in forensic research. In particular, the value of the approach is considered with special reference to examining investigative processes and criminal behaviour. Webb et al.’s three non-reactive types of unobtrusive measures (physical traces, archival material and simple observation) are discussed in relation to a variety of types of material collected across the course of police enquiries. The breadth and variation of this material is emphasized with special consideration of its utility for research. We illustrate how the limitations and benefits identified by Webb et al. are echoed within the forensic domain and how close attention to the methods of collecting such material developed by researchers may improve the effectiveness of investigations.
91 citations
01 Jan 2001
TL;DR: In this paper, the authors present a part of a larger needs assessment study that aimed at designing a course called Instructional Planning and Evaluation (IPE), which is offered at Middle East Technical University, Faculty of Education, Turkey.
Abstract: This paper presents a part of a larger needs assessment study that aimed at designing a course called Instructional Planning and Evaluation (IPE), which is offered at Middle East Technical University, Faculty of Education, Turkey. The purpose of this study was to understand how undergraduate students perceived portfolio assessment (PA) with respect to IPE courses, and how students wanted to work during PA implementation. Data was obtained through a five-point Likert-type scale, interviews, field notes, and unobtrusive measures. Results reveal that students were frustrated in the initial stages of the implementation, and frequently demanded guidance by their lecturer. Although individual work was preferred, collaborative work facilitated preparing the content of portfolios. In course of time, data obtained through participant observations or unobtrusive measures reveal that PA led learners to become self-regulated learners.