Formalized Curiosity: Outcomes of an Empirically Based Research Methods Course for English Majors

IF 0.9 3区文学 0 LITERATURE

COLLEGE ENGLISH Pub Date : 2022-07-01 DOI:10.58680/ce202231989

Samantha Stringham, Addy Kirkham, K. Jenkins, Aaron Piscione, Allison McMurray, Kameron Chapman, Kate Chapman, Amanda Horning, Bailee Kent Topalian, Casey Mack Ingram, Arlene Mair, Sabrina Satterthwaite, Maigan Sorensen, Tristan Brockbank, J. Kinkead

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引用次数: 0

Abstract

There were a variety of limitations in a study that Stringham et al acknowledge. The Qualtrics Survey had a response of 25 individuals, which indicates a credible response rate of 30-35%. While there were enough responses for the data to be credible, higher response rates are always better. All of the data in this study were self-reported. Precautions were taken to avoid bias, but some bias could still be present. Finally, due to the effects of COVID-19, the course was offered asynchronously for the first time, and no in-person contact was allowed. Interviews for this project and the individual research projects were conducted via Zoom or an alternate technology. While they as a class missed the tactile experiences of analyzing research posters from previous semesters and the community that in-person classes offer, they note that they were successful at completing this project as well as individual projects. In fact, eleven of them presented their individual projects at the Fall Student Research Symposium on campus, and all of them were noted as authors on the poster for the project.

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形式化的好奇心：英语专业实证研究方法课程的成果

Stringham等人承认，一项研究存在多种局限性。Qualtrics调查得到了25人的回答，这表明可信的回答率为30-35%。虽然有足够的回复使数据可信，但回复率越高越好。这项研究中的所有数据都是自我报告的。采取了预防措施以避免偏见，但仍可能存在一些偏见。最后，由于新冠肺炎的影响，该课程首次异步提供，不允许住院人员接触。该项目和个别研究项目的访谈是通过Zoom或其他技术进行的。虽然作为一个班级，他们错过了分析前几个学期的研究海报和面对面课堂提供的社区的触觉体验，但他们注意到，他们成功地完成了这个项目和个人项目。事实上，他们中的11人在校园的秋季学生研究研讨会上展示了他们的个人项目，他们都是该项目海报上的作者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COLLEGE ENGLISH LITERATURE-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： College English is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Each issue also includes opinion pieces, review essays, and letters from readers. Contributions may work across traditional field boundaries; authors represent the full range of institutional types. (Published September, November, January, March, May, and July)