Module: Collaborative Online Inquiry

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Collaborative Online Inquiry
Module Code	EDU1125 (ITS: ES594)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	9	Credit Rating	10

Description

This module will prepare you for the research element which will involve an exploration of the major philosophical and methodological approaches to research. You will have the opportunity to critically engage with theory and literature in your chosen field of research. Your task will be to design and construct a research proposal for the dissertation research taking into consideration ethical issues. You will also further develop your knowledge and skill in e-moderating in order to encourage and support an online community and make use of collaborative online technologies for teaching, learning and creative enquiry.

Learning Outcomes

1. Carry out an action research enquiry; identifying an area of investigation, developing action plans, acting and gathering data and evaluating effectiveness of changing practice.
2. Discuss the major philosophical and methodological approaches to research.
3. Critically engage with theory and literature in a chosen field of research.
4. Design and construct a research proposal.
5. Communicate research using an appropriate forms of representation.
6. Discuss the role of ethics in research.
7. Develop knowledge and skills in e-moderating in order to encourage and support an online community.
8. Discuss the use of collaborative online technologies for teaching, learning and creative inquiry.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Online activity	25	emoderating online modules
Online activity	12	Emoderation moodle discussion
Assignment Completion	10	podcast for literature review
Online activity	24	journals
Independent Study	100	Library work. Workplace learning.Collaborative online and group work.
Lecture	16	Research approaches. Philosophical underpinnings. Reviewing the literature.
Total Workload: 187

Section Breakdown
CRN	10569	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Margaret Farren	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Article. Online work.	70%	Week 12
Digital Project	2 Digital productions.	20%	Other
Reflective journal	Critical reflections.	10%	Every Week

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Research
Introduction to research. Philosophical underpinnings. Paradigms.

Action Research.
Identifying area for investigation, action plan, acting and gathering data and evaluating effectiveness of changing practice.

Collaborative online technologies
Teaching. Learning. Creative Inquiry. e-Moderating. Spirit of inquiry through collaborative online learning.

Education and Technology
Current issues in relation to technology use in a range of workplace contexts. Research topics.

Presentation of research.
Presentation of research using multimedia and narrative forms of research. Ethics.

Indicative Reading List

Books:

Dewey, J.: 1963, Experience and education, Collier Books,
Dewey, J: 1933, How We Think, Revised ed, D. C. Heath-,
Schön, D. A.: 1991, The Reflective Turn: Case Studies In and On Educational Practice,, Teachers Press, Columbia University., New York:,
Cohen, L. and Manion, L: 2007, Research Methods in Education,, Routledge,,
McNiff, J. and Whitehead, J.: 2011, All you need to know about action research, Sage.,
Kemmis, S. McTaggart, R. Nixon, R.: 2013, The Action Research Planner: Doing Critical Participatory Action Research, Springer;,
Bradbury, Hilary, editor: 2015, The SAGE handbook of action research,
Crotty, Y. & Farren, M.: 2013, Digital Literacies in Education: Creative, Multimodal and Innovative Practices (Rethinking Education), Peter Lang International,
Wolcott, H: 2008, Ethnography: A Way of Seeing,, AltaMira Press,,
Yin, R. K.: 2008, Case study research : design and methods,, Sage Publications,,
Schutt, Russell K.: 2008, Investigating the Social World: The process and practice of research., Sage.,,
Aldrich, C.: 2009, Learning Online with Games, Simulations, and Virtual Worlds, Jossey Bass,
Ingold, T.: 2000, The perception of the environment, Routledge,
Kerr, K.: 2011, Online and Social Communities, Routledge,
Illeris, K.: 2010, The Fundamentals of Workplace Learning: Understanding How People Learn in Working Life, Routledge,
Bateson, G.: 1973, Steps to an ecology of mind, Fontana,
Drever, Eric;: 0, Using semi-structured interviews in small-scale research: a teacher's guide, Scottish Council for Research in Education,
Simpson, Mary: 0, Using observations in small-scale research: a beginner's guide, Edinburgh: Scottish Council for Research in Education,,
Stewart, David W; Shamdasani, Prem N: 2015, Focus groups: theory and practice,
Margolis, Eric,: 2011, The Sage handbook of visual research methods, SAGE,
Jewitt, Carey; Brown, Barry,: 2013, The SAGE handbook of digital technology research, SAGE,

Articles:
None

Other Resources

None