Search results

To review the provision of research methods teaching across UK institutions teaching accredited information and/or library science postgraduate programmes.

Content analysis of institutional web sites was undertaken followed by telephone interviews with research method tutors. Information was obtained on what, how and when research methods are taught, the type of coursework expected, the usage of virtual learning environments and discussion boards, the key texts, electronic sources, other teaching materials recommended to students and the emphasis placed on quantitative versus qualitative methods.

All institutions in the UK teach research methods on LIS‐accredited programmes. Research methods modules have different weighting, are taught in various formats, short and fat, long and thin, and cover a variety of topics. Some tutors place more emphasis on qualitative techniques than qualitative methods, while for others it is the other way around. Most stress the practical side of doing research. The use of virtual learning environments and discussion boards feature prominently in some institutions for the teaching of research methods.

This research will provide impetus for some institutions to modify their research methods teaching provision.

The sharing of knowledge and innovative teaching practices for research methods.

The purpose of this paper is to explore some of the problems of teaching qualitative research methods to large culturally‐mixed groups of postgraduate business school students.

After a consideration of some current relevant pedagogical issues the author presents an autoethnographic account of his own parallel experiences of teaching qualitative research methods and learning to play a musical instrument. Emotional aspects of teaching and learning are highlighted in an analysis of the dynamic interaction between the two activities. This is presented as an example of how the “use of learning stories” can increase sensitivity to the anxieties of students.

Finds that the core of the argument lies in the value of self‐reflexivity to the business school teacher and that looking inward at personal learning experiences is invaluable for informing current and future teaching practice. Recent learning experiences seem to have the most potential and learning something that is found difficult may be the richest source of empathy and insight.

It is argued that reflexive analysis by research‐methods lecturers of their own learning experiences can develop synergies which would not only improve the effectiveness of their teaching but also enrich the learning experience of their students.

The paper is an attempt to generate some original ideas about teaching research methods in business schools via a mix of autoethnography and music. The core of the argument lies in the value of self‐reflexivity to the business school teacher.

The purpose of this research is to identify studies that had been undertaken to determine the efficacy of the case method of teaching as compared to the lecture method in an academic setting. An extensive search of secondary sources to identify research was undertaken to determine the effectiveness of case teaching as compared to the lecture method. The findings of this study indicate within the research reviewed the following positive results of case teaching noted by students: enhanced learning of the subject; heightened student engagement in the classroom; and the receipt of higher grades in some disciplines. The following negative results are also found: lack of understanding of course content and the method is more challenging and time consuming. In a national survey of faculty using the case method for the first time, the following positive outcomes of utilizing the case method were found: develops strong critical-thinking skills, greater retention of course material and more active engagement in the classroom. The limitations are the inconsistency of variables measured in the study and the small sample sizes. “Recommendations for further study include the use of larger sample sizes and a control group using the lecture method of teaching.”

An extensive search for all studies is performed in the classroom to evaluate and compare the use of the case method as compared to the lecture method of teaching.

The courses evaluated in the study are from a variety of disciplines in universities.

A review of research studies is performed to evaluate the efficacy of the case method of teaching as compared to the lecture method.

This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.

From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.

The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.

Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.

Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.

The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.

This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

This paper aims to take Chinese university teachers as the research objects to examine their self-evaluation of online teaching and analyze the main factors influencing their evaluation during COVID-19.

According to the theory of educational ecology, the factors influencing teachers' self-evaluation of online teaching in this paper include university background, courses background and teachers' personal background from the macro- to micro-levels. Through exploratory factor analysis, independent sample T-test and one-way analysis of variance (ANOVA), the self-evaluation of online teaching of 13,997 teachers from 334 universities and their relationship with teachers' background have been subject to data statistics and analysis.

Teachers' self-evaluation of online teaching mainly includes three dimensions: online teaching methods, online teacher–student interaction and online teaching techniques. There are significant differences in these three dimensions among teachers with different background characteristics, including regions, the types of universities, the nature of universities in macro background levels, the types and numbers of online courses in meso background levels, and the gender, years of teaching, professional titles and disciplines in micro background levels.

To improve teachers' self-evaluation of online teaching, it is suggested to build an online teaching self-evaluation system for teachers, strengthen university support and guarantee, strengthen online teaching training and improve the information accomplishments of teachers.

This large-scale empirical survey of online teaching evaluation of Chinese teachers can provide scholars with a deeper understanding of the implementation of online teaching in China and the self-evaluation of online teaching by teachers.

In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues.

To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view.

The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap.

This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.

Disciplinary differences in approaches and methodologies to research present an important challenge to humanities practitioners wishing to engage in pedagogic research. This article outlines the development of a social sciences research methods workshop as an example of an intervention to provide a bridge for modern languages practitioners to engage with pedagogic research. The workshops have also raised questions about the capacity of UK higher educational institutions to provide research training for their staff at introductory levels, as well as identifying barriers to languages practitioners contributing to “generic” pedagogic research. Overcoming these barriers is a long term process, but in the shorter term the workshops are good way of raising awareness of social science research methods and offering a possible route into publishing pedagogic research which has an audience beyond the languages community.