In Basic and Subject Studies in Education and Adult education, the devel-opment of research skills can be described as a continuum: after passing the Basic Studies component the student is able to ‘read’ and understand research reports. This phase can be seen as the phase of searching for appropriate models to do educational research. In Subject Studies the student deepens his/her research skills and also takes an active and indi-vidual role as a researcher (Figure 2).
57 Conceptualising the research phenomenon
Formulating the research questions
Figure 2. Studying research methods in Subject Studies in Education and Adult Education
In Subject Studies research skills are practised both in the courses Re-search Methods in Education II and Proseminar leading to the Bachelor’s Thesis. In the former, scientific reasoning and argumentation, the basics of educational research, are studied. The student acquires the basic abili-ties to plan, carry out and evaluate qualitative or quantitative educational research. In the course Research Methods in Education II both quantita-tive and qualitaquantita-tive research methods are learnt and gathering and ana-lyzing data in particular are practised. In brief, the aim of the course is to serve as methodological preparation for the Bachelor’s Thesis and to pro-vide the students with the basic knowledge and skills required in educa-tional research. (Education and Adult Education Curriculum 2005-2007, Education and Adult Education Curriculum 2007-2009).
The course Research Methods in Education II consists of lectures and exercises (total 56 hours). The students in the Jyväskylä region participate in face-to-face lectures and the students in educational institutes partici-pate in the same lectures by e-connection in real time. The e-lectures in the Subject Studies are carried out in the same way as in Basic Studies.
58 Exercises are integrated with the lectures: the students do small research projects, where the research process (from the naming of research phe-nomenon to setting the research questions and to reporting the research) is done in small groups. During the lecture the teacher asks questions, gives tasks and maintains interaction face-to-face or by chat. In Jyväskylä the exercises have been carried out face-to-face and in the educational institutes by conference call.
The application of knowledge and active participation by the student in the research project increase during the courses on research methods. The student becomes acquainted with the research process in stages, from the first exercise to, finally, the Bachelor’s Thesis (proseminar paper). The students learn to argue about the solutions concerning research methods with teachers as well as with their fellow students. The students receive peer feedback from each other and support each other in preparing their own research papers.
When necessary, group tutoring has been organized during Research Methods in Education II. In the tutorial groups, the students have (with the help of the tutor) clarified the contents and the main concepts presented in the research method literature and in the lecture. This is one way to pre-pare for the exam. To pass the course, the exam and the assignments must be approved.
Research Methods in Education II has to be completed before the Prose-minar leading to the Bachelor’s Thesis. For their Bachelor’s Thesis the students carry out an empirical research project and summarize this re-search process in a report (proseminar paper). The rere-search process and the reporting can be done alone or jointly with a fellow student. The Pro-seminar course lasts one semester and includes independent study and seminars in which each research paper is discussed. In addition, both general and individual counselling are given. (Education and Adult Educa-tion Curriculum 2005-2007, EducaEduca-tion and Adult EducaEduca-tion Curriculum 2007-2009).
The aims of the Proseminar are to develop both the skills of scientific thinking and problem solving, and the skills to evaluate and to find the relevant literature for the research topic. In addition, it is important that
59 students learn how to construct a scientific research report and follow the rules of academic communication. (Eskola & Hämäläinen 1991.)
During the academic year 2007-2008, the course Proseminar consisted of a face-to-face seminar (30 h) and two time-limited Web-based study pe-riods. During the latter, students practice writing bibliographies and acting as an opponent. The students also receive feedback on their work from their fellow students. The teacher counsels the students in their Web-based learning, giving them feedback on their assignments.
Because they are mostly doing their Bachelor’s Thesis for the first time, students need counselling. Students’ counselling needs vary qualitatively and quantitatively, according to their life circumstances and their readi-ness to study. For these reasons, academic progress will vary individually.
The basic mode of counselling in the course leading to the Bachelor’s Thesis is discussion in the seminar. The teacher also counsels students individually by e-mail, by telephone or on the Web. The Open University pedagogy emphasizes student-centred counselling: students receive indi-vidual counselling at different stages of their studies. It is important for the teachers to think about their role as a counselor in the learning process.
Teachers must be available for their students in a way that supports the independent decision making and individual thinking of the latter.