Abstract:

Research methods courses are necessary for developing skills related to the systematic production of scientific knowledge. However, several studies indicate that these courses pose a significant challenge to undergraduate students, for they involve abstract topics with no clear connection to students’ professional careers. This problem has led to an increasing use of blended, active, and problem-based learning strategies, often through virtual platforms with a variety of multimedia resources and self-assessment mechanisms that seem more suitable for the millennial generation.

This paper focuses on a pedagogical innovation project based on the development of virtual modules on research methods at the Management Program at the Pontifical Catholic University of Peru. Research Seminar 1 is a mandatory course aimed at orienting students regarding the construction of a viable research proposal for their dissertations. The course is taught by three professors through a combination of joint sessions (to address research methods) and separate meetings with each student group (to discuss advances in their dissertations).

The project departed with a diagnostic of the course based on a survey and focus groups with students and professors. Most professors considered that students have low level of recall of previous courses, show scarce interest during the classes, and have great difficulty in advancing their dissertations. In turn, students criticized an inefficient use of time, as many sessions are dedicated to remind topics already taught instead of prioritizing the advance of their dissertations. Both groups coincided with the need for more dynamic and virtual pedagogical strategies.

The innovation consisted in the design of five virtual modules: research problem, analytical framework, methodological design, research ethics, and consistency matrix. These modules can be completed according to the learning pace of each student. The format emphasized several dynamic multimedia resources, examples from successful dissertations, problem-based exercises, and self-assessment mechanisms. The implementation of the modules included orientation workshops and continuous online support. As a result, professors and students had more time to focus on advancing the dissertations.

The assessment of the project had an experimental approach. As the course has six sections, three became the treatment group and three the control group. Within the treatment group, three scenarios were devised: mandatory (grade penalization for not completing the modules), rewarded (grade bonus for completing them), and neutral (optional use of the modules). A research methods test was applied ex-ante and ex-post in all sections. In addition, a post-hoc survey was applied to students of the treatment group.

There was a significantly higher increase in learning of research methods in students of the treatment group, especially those of the mandatory scenario. In addition, the post-hoc survey revealed a high level of satisfaction in the students regarding knowledge acquired, learning experience, modules’ content and format, self-assessment mechanisms, and modules’ usefulness. As a result, the virtual modules became a regular assignment in several sections of the course in the following semesters. This experience demonstrates the relevance of adopting virtual pedagogical strategies to enhance the learning of research methods in undergraduate programs.

Keywords:

Research methods, blended learning, virtual modules.