Abstract:

Research Methods (EAB 700) offered by the School of Public Health at the University of Nevada, Las Vegas (UNLV) was taught asynchronously for the first time to graduate students (primarily from public health) (n=19) in Spring 2023. The objectives of the course were to help the scholars to
(1) conceptualize a research project from start to finish;
(2) systemically critique previous literature and develop a research protocol;
(3) effectively use the tools of research design, data collection, and analysis;
(4) present research findings;
(5) work collaboratively as a group leader or member to complete research tasks;
(6) understand what it means to be an ethical researcher and carry out ethical research.

The specific teaching techniques that were used in teaching this course were systematic online design and delivery, organizing the entire course in Canvas (a learning management system) and making it available from day 1, recording all lectures beforehand in Panopto (a video recording system compatible with Canvas), utilizing case studies in the form of peer-reviewed articles or examples from funded grant proposals or research protocols, and having weekly skill-building activities in each module that were sequential to build competencies. In this course, the fourth-generation multi-theory model (MTM) of health behavior change was utilized from a pedagogical perspective to facilitate learning. In this theory, initiation of behavior change is affected through dialogue where the advantages of learning research methods were underscored through motivational feedback in Discussion Forums in Canvas and through group announcements; behavioral confidence was built through teaching small sequential steps in assignments and providing immediate feedback (within 24 hours); changes in the physical environment were facilitated through pre-recorded lectures in Panopto and weekly announcements. The maintenance of behavior change was assisted through directed weekly goal setting, weekly skill-building reflective activities through Discussion Forums in Canvas, and peer and instructor social support. All students who at the beginning perceived the course to be very difficult were able to develop feasible research proposals at the end of the course and develop behavioral confidence. End-of-course evaluations were quite positive with an overall course rating mean of 4.4/5.0 and an instructor rating mean of 4.6/5.0. Multi-theory model (MTM) of health behavior change is a robust framework that can be used in designing courses that not only transfer knowledge but bring about behavior change in the students.

Keywords:

Multi-theory model, online teaching, graduate, research methods, behavior change.