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Module Specifications

Archived Version 2020 - 2021

Module Title
Module Code

Online Module Resources

NFQ level 9 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

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.

Workload Full-time hours per semester
Type Hours Description
Online activity25emoderating online modules
Online activity12Emoderation moodle discussion
Assignment Completion10podcast for literature review
Online activity24journals
Independent Study100Library work. Workplace learning.Collaborative online and group work.
Lecture16Research approaches. Philosophical underpinnings. Reviewing the literature.
Total Workload: 187

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

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.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • 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,
Other Resources

Programme or List of Programmes