|Published online: February 2, 2015||$US5.00|
The present study was carried out in an attempt to explore the feasibility of the idea to add a research component to a theoretical college-level class. A grammar course was chosen for investigation because, more often than not, grammar is taught prescriptively, and only by adopting a data-driven approach to the course content would it be possible for students to challenge those prescriptive views. At the same time, it was of interest to find out more about students’ attitudes towards their experience of working collaboratively on their data-driven research projects and uncover the challenges they faced along the way. The study was based on the analysis of a questionnaire the participants (n = 13) filled out at the end of the semester and it discusses the step-by-step design of the course which allowed for the successful accomplishment of the course goals. The findings are discussed in light of their possible relevance to other disciplines.
|Keywords:||Higher Education, Learning in Higher Education, Collaborative Work, Data-based Research Projects, Collaborative Problem-Solving Skills|
The International Journal of Technologies in Learning, Volume 21, Issue 2, February 2015, pp.1-10. Article: Print (Spiral Bound). Published online: February 2, 2015 (Article: Electronic (PDF File; 535.325KB)).
Assistant Professor, Department of English, Old Dominion University, Norfolk, Virginia, USA