How Educational Practices Shape Perceptions of Research Methods Courses: The Case of Faculty of Education

OpenAlex · İngilizce

The research methods course plays a crucial role in providing undergraduate students with the knowledge and practices necessary for research processes. Its effectiveness in various educational settings—such as face-to-face, distance, and hybrid education—has been explored from multiple perspectives using diverse data sources. The present study aimed to examine the perspectives of prospective teachers who had taken the research methods in education course through face-to-face, distance, and hybrid educations, as well as the instructors who had taught these courses. The study explored the similarities and differences between these viewpoints based on their experiences. The phenomenological design of a qualitative research, was employed. The interviews were conducted using a semi-structured form developed by the researchers, and the data obtained were analyzed using Maxqda (ver.20). The findings regarding the codes and themes were presented in tables and hierarchical code-subcode models. It was found that the prospective teachers considered this course important in terms of their academic development, especially in terms of using it in the assignments of other courses, preparing projects, learning scientific research, and gaining a scientific perspective. Lack of interaction and communication, especially in the question-answer method, technical problems, inability to focus on the instructor and attendance were mentioned as disadvantages in the distance education practice of the course. On the other hand, being able to listen to the course again that they missed and taking notes better were highlighted as advantages. The educational practice where most students choose to take this course is face-to-face. Based on the study's findings, some recommendations for different educational practices were presented.