Research Writing in Educational Technology · 2013-10-16 · Research Writing in Educational...

Research Writing in

Educational Technology

Dr. Henny van der Meijden (Msc, PhD)

Department of Educational Science

Faculty of Social Sciences

Radboud University Nijmegen

The Netherlands

h.vandermeijden@pwo.ru.nl

October, 8, 2013

UTM

Johor Bahru

Malaysia

Bacholor Educational Science

Coaching and counseling

Educational design

Traning in educational research

(international students)

Master Educational Science

E-learning

Learning environment

Supervisor Master Thesis

PhD projects

International students

Coordinator internationalisation

Educationnal Sciences

Teaching

• CSCL (Doctoral Thesis)

• ICT in Education (e.g. Games)

• PhD projects

International students

• Keyboarding skills (effects typewriting course on language skills)

Research

Facts & Figures Social Sciences

2012

• Students 4.231

• Enrollment 1.02

• Staff 515 fte

• Dissertations 36

• Academic Publications 897

Faculty of Social Sciences

Bachelor programmes

School of PS&AI

• Psychology

• Artificial Intelligence

School of Education

• Pedagogical Sciences/Education

School of Social Cultural Sciences

• Sociology

• Communication Science

• Anthropology & Development Studies

Faculty of Social Sciences

Study programmes ba+ma First year 12/13 Total

• Psychology 429 1.860

• Pedagogical Science/ Education 264 1.221

• Artificial Intelligence 51 183

• Sociology 44 156

• Communication Science 104 374

• Anthropology & Development Studies 73 239

Total 1.024 4.231

Research master (2 years)

• Cognitive Neuroscience 49 89

• Behavioural Science 37 83

• Social Cultural Science 13 22

Total 99 194

Faculty of Social Sciences

Study programmes ba+ma First year 12/13 Total

• Pedagogical Science/ Education 264 1.221

• Bachelor program

Research skills:

BA Year 1: academic writing 1 6 EC‟s

descriptive statistics 5 EC‟s

BA Year 2: academic writing 2 6 EC‟s

inferentional statistics 5 EC‟s

BA Year 3: psychometrics 6 EC‟s

data-analysis 5 EC‟s

BA Thesis 10 EC‟s

Total research courses: 43 EC‟s (43 x 28 = 1204 hours)

Collaboration UTM- Radboud

University

2011: co-supervisor Nurbiha A. Sukor, first visit Nijmegen

2011: visiting lecturer at UTM

2012 :co-supervisor Nurbiha A. Sukor, second visit Nijmegen

2012: viva at UTM

2013 : visiting lecturer at UTM

2014 : PhD students/post doc at Nijmegen?

Bagarukayo, E., Van der Weide, T., & Van der Meijden, H. (2012). An

approach to learning by Construction. International Journal of

Education and Developing using ICT 8(3), 43-61.

Vos, N., Van der Meijden, H., & Denessen, E. (2011). Effects of

constructing versus playing an educational game on student

motivation and deep learning strategy use. Computers &

Education 56(1), 127-137.

De Jong, F., Kollöffel, B., Van der Meijden, H., Kleine Staarman, J., &

Janssen, J. (2005). Regulative processes in individual, 3D, and

computer-supported cooperative learning contexts. Computers in

Human Behavior 21(4), 645-670.

Van der Meijden, H. (2005). Knowledge construction through CSCL.

Student elaborations in synchronous, asynchronous, and three-

dimensional learning environments. Doctoral Thesis Radboud

Universiteit Nijmegen

Research: Publications

Outline of the presentation

• Impact factor

• An example of research in

educational technology

• Guidelines for writing an article

• Submitting an article

• Do‟s and Don‟ts

Impact factor

Measure reflecting the average number of citations

to articles published in science and social science

journals

Used for the relative importance of a journal

within its field

Calculated yearly, 2 years average

Computers & Education: 2.6

Lancet: 38.5

Impact factor

Indicator for the quality of the publications and

therefore important for the academic carrier,

and the status

of the academic

institution

Outline of the presentation

• Impact factor

• An example of research in

educational technology

• Guidelines for writing an article

• Submitting an article

• Do‟s and Don‟ts

Bagarukayo, E., Van der Weide, T., & Van der Meijden, H. (2012). An

approach to learning by Construction. International Journal of

Education and Developing using ICT 8(3), 43-61.

Vos, N., Van der Meijden, H., & Denessen, E. (2011). Effects of

constructing versus playing an educational game on student

motivation and deep learning strategy use. Computers & Education

56(1), 1-11.

De Jong, F., Kollöffel, B., Van der Meijden, H., Kleine Staarman, J., &

Janssen, J. (2005). Regulative processes in individual, 3D, and

computer-supported cooperative learning contexts. Computers in

Human Behavior 21(4), 645-670.

Van der Meijden, H. (2005). Knowledge construction through CSCL.

Student elaborations in synchronous, asynchronous, and three-

dimensional learning environments. Doctoral Thesis Radboud

Universiteit Nijmegen

International Publications

Writing Educational Technology: EXAMPLE

(IF 2.6)

3 steps

1. Research (experiment)

2. Draft a manuscript

3. Submit a manuscript

EXAMPLE

3 steps

1. Research (experiment)

“Effects of constructing versus playing an

educational game on student motivation

and deep learning strategy use”

What can you tell from the title?

EXAMPLE

STEP 1: The experiment

Effects of 2 learning tasks (conditions)

1. Play a game on Dutch proverbs

2. Construct a game on Dutch proverbs

235 students primary school (age 11-12)

Elementary schools group 7 and 8

4 schools Master student Educational Science: Nienke Vos

Supervisor: Dr. Henny van der Meijden

Statistics: Dr. Eddie Denessen

STEP 1: The experiment

LITERATURE ON

GAMES,

MOTIVATION

DEEP LEARNING STRATEGY

Games can provide opportunities for:

Reflection on action

Experiences across various situations

Confront learners with complex situations

Authentic learning environments

Enhance motivation and knowledge construction

Enhance use of deep learning strategies

STEP 1: The experiment

Research question

In the present study we investigate how

different interactive tasks in which a game was

included, affect student intrinsic motivation and

deep learning strategy use

Why games?

GAMES (review of literature)

• fit within social constructivism

• provide a flexibel, complex, authentic learning environment

• have a positive effect on learning outcomes and motivation

–better understanding, remembering and active use of knowledge

• stimulate inquiry learning

• give opportunities for interactions and collaborative learning

• enhance keyboarding skills (laproscopic reseach, surgeons)

Step 1: The experiment

Methods

• Procedure:

– Two different lessons: game construction and game play

– Pre-test on intrinsic motivation and deep strategy use

during school lessons

– Post-test on intrinsic motivation and deep strategy use

during game lesson

• Participants

– 4 primary schools (5th and 6th grade (groep 7 en 8)

– 235 students

– Group 1: 128 students

– Group 2: 107 students

Games in education

The lessons

• Introduction on subject

– Dutch proverbs

– Students searched for 10 proverbs (internet,

books)

– 20 minutes

• Game lesson

– Game playing 90 minutes

– Game construction 120 minutes

Games in education

Game play lesson

Play an existing „drag and

drop‟ game about

proverbs

STEP 1: The experiment

Game construction lesson

• Make a „drag and drop‟ or

“Memory” game

about proverbs

• Game will be placed on a

public website

STEP 1: The experiment

Construct a

game

STEP 1: The experiment

Results

STEP 1: The experiment

Intrinsic Motivation

1

1.5

2

2.5

3

3.5

4

4.5

5

In school During Game

lesson

In school During Game

lesson

In school During Game

lesson

Perceived competence Interest Effort

Game play

Game construction

d = .35

d = 1.09 d = 1.36

Results

STEP 1: The experiment

Deep strategy use

1

1.5

2

2.5

3

3.5

4

4.5

5

In school During Game lesson

Condition

Deep

str

ate

gy u

se

Game play

Game construction

d = 1.07

Conclusions

• Constructing games seems to be more motivating and

stimulates deep learning approach more than playing games

– Due to nature of the tasks

• Students in play condition seemed less motivated during

game play than in school

– Games do not always provide higher intrinsic motivation

and deep strategy use

• Limitations

– Game play might have been to easy

– No attention paid to learning outcomes

– Lessons were not equal in length

Games in education

STEP 1: The experiment

METHOD

• Research design

• Participants, procedures

• Operationalization of ALL variables

• Measurements related to the research question

STEP 1: The experiment

Results

Descriptive statistics: how many, boys girls,

language level, etc.

Results of the statistical tests

Answers to the research questions

STEP 1: the experiment

DISCUSSION

• Summary of the results:

• Significant difference between the 2 learning tasks

• Connection with literature

• Limitations

The master thesis was approved with a very high grade and

won the yearly national price for the best master thesis in the

field of pedagogy and educational science in the Netherlands

Would it be possible to get it published?

STEP 2: the draft

We transformed the thesis into an article

We looked for a possible journal

We summarized the theoretical part

We sought for help (3th author)

We changed all the statistics (advise 3th author)

We checked if we followed the guidelines for publishing

We checked our references (APA)

We had it corrected by a native speaker

And we submitted!!!! (Computers & Education)

STEP 3: the submission

• After a few months (almost forgotten that we

submitted): accepted with major revisions,

comments by 3 reviewers

• We had to add several parts and

be more specific

• We had to change all the statistics

to the original version

• And other small changes

• We did it all, AND IT WAS ACCEPTED

European Journal of Psychology of Education

Viewpoint from an editor

European Journal of Psychology of Education

Viewpoint from an editor

EJPS

Viewpoint from an editor

Guidelines for writing an article

• Introduction

• Methods

• Results

• Conclusion

• Discussion

• Depends on the journal!!

Viewpoint from an editor

Guidelines for writing an article

INTRODUCTION

• What is the problem

• The purpose of the study

• Review of the literature

• Statement of the hypothesis

• Operationalization of the variables

• Research question

• Relevance/significance of the study

Guidelines for writing an article

METHODS

• Subjects/participants/respondents

• Tasks and materials

• Instruments

• including quality of instruments

• including reliability

• Procedures

• Data-analysis

Guidelines for writing an article

RESULTS

• What is/are the answers to the research

question(s)?

• Hypothesis 1

• Statistical outcomes

• Tables and graphs

• Acceptance or rejection

• Hypothesis 2 etc.

Guidelines for writing an article

CONCLUSIONS AND DISCUSSION

• Summarize the results

• Interpret: what do these findings mean?

• Why do the findings meet (or not) the

hypothesis?

• What circumstances account for the

unexpected findings?

• Integrate the findings in literature

• Recommendations: practice, future research

• Limitations

Impact factor: Peer reviewed journals

Procedure after submitting

• Submitted papers are made anonymous

• Send to peer reviewers

experts in the field

• Anonymous reviewers

give advice to the editor of the journal:

accept, accept with revisions, reject

Do’s for journal selection

• Ask your supervisor, colleagues other scientists

• Consider your „favorite‟ journals

• Search on the internet: e.g.

www.PapersInvited.com

• Look for a journal publishing studies with

comparable designs and subjects

• Consider the average reader of the selected

journal: is he or she interested?

Don’ts for journal selection

Select automatically the journal with highest impact

factor

Select automatically the journal that accepted an

article of you or your colleague before

IF 3-4

Do’s before submitting

• Produce an

„elevator pitch‟

• Find „future‟ readers

• to judge about the manuscript

• Read comparable articles

in the selected journal

Don’ts before submitting

• Wait too long with your first draft after

finishing the study

• Spoil much time with detailed editing of the

text, tables or figures (but DO follow the

guidelines of the journal!)

Do’s before submitting

• A short (100-200 words) clear invitation letter:

Give a good first impression of the research

subject and its relevance (in title, introduction,

abstract)

• Read carefully the information notes for the author

• Accept ALL (!) requirements and conditions from

the editor

• Adapt your draft maximally to the objective, style

and lay-out of the journal

• Look for a native speaker (English) to correct your

manuscript

Don’ts during submitting

• Pass deadlines!

• Submit the same draft for other journals

After

submission

REJECTED

Needs major

revisions

Needs minor

revisions

ACCEPTED

Not

rejected

After submission

Do’s when rejected

• Stay optimistic

• Reconsider your journal selection

• Make use of the comments and advices of

the editor or reviewers (if available)

• Try again!!

Don’ts when rejected

• Jump in the river or get depressive

• Give up

Do’s when not rejected

• Be available for questions of the editor,

always and anywhere

• Meet maximally the comments of the editor

and reviewers with recognizable corrections

in the text and by correctly answering their

questions

• Again: write a cover letter, indicating which

changes you have made

• Be aware of deadlines for additionally

required information or revisions!

Don’ts when not rejected

• Passing deadlines (your paper is still under

consideration)

• Planning a party with friends and colleagues

(publication is not guaranteed yet)

Do’s after acceptance

• Inviting colleagues and friends for a big party

• Last check of the text, figures and tables on

print mistakes (mostly) required by the editor

Don’ts after acceptance

• Change the manuscript

• Think that in a few years you will gain the

Nobel price

Conclusion: Think it all over!!!!

• CARRY ON!

AND REMEMBER:

EASY READING (for the editor or reviewer)

IS HARD WRITING (for the researcher)

Questions?