Introduction
https://link.springer.com/article/10.1007/s11423-019-09700-4
In a journal article synthesizing research exploring OER efficacy and user perceptions published between 2015 and 2018, Hilton (2019) identifies “serious methodological issues” which complicate claims of correlation related to implementation of OER and changes in student learning outcomes.
Development and publication of the Research Toolkit for Librarians was funded by the Institute of Museum and Library Science (IMLS) as part of an exploratory, research in service to practice project aligning with the IMLS Strategic Plan Goal 1.
Goal 1 | Champion Lifelong Learning
Objective 1.1 : Advance shared knowledge and learning opportunities for all.
Objective 1.2 Support the training and professional development of the museum and library workforce.
Methodology can be one of the most challenging aspects for doctoral researchers. When we conduct research into education and/or technology, we can be confronted with a potentially confusing array of options. This is true even for thoseusing a well-established approach, but can be especially acute if combining approaches in a mixed-methods study or trying to develop a completely new way of doing research. It can also be hard to raise concerns about methods with supervisors and/or peers. There can be a strong sense that, by the time you are a doctoral scholar, this is something you should have mastered. After all, haven’t you been learning about your chosen field for a long time by now? Not feeling confident about research methods can be a route to the dreaded ‘imposter syndrome’. Arguably, methodology is an instance where we should never feel too comfortable, because we would no longer be critically engaging with those aspects of research that convey and ensure the validity and trustworthiness of the conclusions we draw. Depending on our research interests we might want to explore phenomena “horizontally” across a large quantitative dataset, or “vertically” by generating qualitative descriptions of particular cases. Choosing the right method for what we are interested in is a key part of high quality research, and this requires us to think about the scientific and philosophical foundations of what we do.
In this guide we explore some of these issues with a focus on open research, drawing on insights from researchers within the Global OER Graduate Network (GO-GN). Open practices in research can challenge assumptions about how to
create and share new knowledge. In this handbook, we draw on insights from experienced open researchers to build understanding of research in the open. The advice given applies to all research, but is of particular relevance to those interested in open approaches.
It can also be hard to raise concerns about methods with supervisors and/or peers. There can be a strong sense that, by the time you are a doctoral scholar, this is something you should have mastered. After all, haven’t you been learning about your chosen field for a long time by now? Not feeling confident about research
methods can be a route to the dreaded ‘imposter syndrome’. Arguably, methodology is an instance where we should never feel too comfortable, because we would no longer be critically engaging with those aspects of research that convey and ensure the validity and trustworthiness of the conclusions we draw. Depending on our research interests we might want to explore phenomena “horizontally” across a large quantitative dataset, or “vertically” by generating qualitative descriptions of particular cases. Choosing the right method for what we
are interested in is a key part of high quality research, and this requires us to think about the scientific and philosophical foundations of what we do. In this guide we explore some of these issues with a focus on open research, drawing on insights from researchers within the Global OER Graduate Network (GO-GN). Open practices in research can challenge assumptions about how to create and share new knowledge. In this handbook, we draw on insights from experienced open researchers to build understanding of research in the open. The advice given applies to all research, but is of particular relevance to those interested in open approaches.
GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network; around them, over two hundred experts, supervisors, mentors and interested parties connect to form a community of practice that:
- Raises the profile of research into open education
- Offers support for those conducting PhD research in this area
- Develops openness as a process of research
GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
