New Perspectives in Science Education

For many students in educational science, empirical research methods represent (partial) new ground – not only at the beginning of the lifelong learning process. It is important above all to (re-)awaken joy and interest in scientific work and in the associated methodology. Project-oriented courses are an important tool in the varied toolkit of distance universities for stimulating such a response in the spirit of the Seamless Learning Approach (Wong, 2012). This paper focuses on the conception, implementation and evaluation of a project-oriented course on qualitative empirical social research organized every semester at FernUniversität in Hagen (Germany) since the summer semester 2012.

The aim of the course is to conduct small research projects in the field of educational sciences and to experience related impasses with a view to building competencies in research and methodology (from teaching to learning; Barr & Tagg, 1995). Using qualitative data collection instruments in a case study, one or two interviews are conducted and the findings are analyzed on a methodological basis. Reasons for the data collection and interpretation of the results are stated and the methodology is analyzed in detail. Guidelines to be evaluated are the theory approach and the methodology with which the research question was tackled. During their research projects the students are tutored in various ways (Moodle course, webinars, on-campus events) (Vogt 2012) in the sense of a blended-learning-approach (Kerres & deWitt, 2003).

In addition to describing the course structure, this paper reflects critically on the various ways of fostering motivation and individual competence development.