Research Methodology, pdf - 2B2B.org

Which method, experience or educational research, is most likely to result in the most valid and
reliable results in determining knowledge?
First of all, the answer might depend on what sort of information is being derived. If the desired
knowledge is how to best determine one's individual teaching style then perhaps learning by
subjective experience is best though that method might involve quite a bit of trial and error.
Usually, though, the most generally applicable and wide ranging information is obtained through
more objective educational research. Also, usually, but not always, more information is obtained
through the collected results and observations of many people than the efforts of only one person.
In most areas, the amount of validity and reliabilty of obtained information is dependent on (or
directly proportional to) quantitative and qualitative factors: the more quantitative factors that are
involved then the more objective and less subjective a conclusion will be and the more
qualitative factors that are involved then the less objective and more subjective a conclusion will
be. The problem with obtaining results from subjective observations is that the subjective
analyses can sometimes be perceived from a biased perspective based on past experiences,
values, traditions, education, semantics, rational and emotional considerations, quantitative and
qualitative aspects, societal and political considerations, etc. whereas objectively obtained
information is usually the result of quantified information, statistics, and measurement. To
illustrate the effectiveness of the use of objective and subjective factors for the evaluation of
educational research or epistemological considerations, we can use a sports analogy. In a running
race the factors of time and the first participant to cross the finish line determine the winner of
the race so the results involve more quantitative criteria and objectivity, whereas in judged
events, such as a gymnastics or dance events, the results involve more qualitative criteria and
subjectivity. In general, I think the higher the degree of quantification and objectivity that is used
in obtaining information and knowledge, the higher is the resulting level of validity and
reliability.
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Comment to Jan's U2/D2 discussion:
One of the dangers of new technology is that it seems to foster an MTV-instant gratification
perception of the world -- always skimming and never delving. I would imagine that student
who only read the papers' abstracts would not want his heart surgeon to learn his trade from the
Cliff Notes on Surgery or from "Learning to do Heart Surgery for Dummies".
Letter to Shawn Fitzgerald,
As an email attachment I am sending the paper I wrote for ED5004 for you to read when you can
concerning the development of a direct democracy (a concept that involves the ideas of Thomas
Heaney, Jack Mezirow, Miles Horton, and Paulo Freire as discussed in Heaney's "Adult
Education for Social Change: From Center Stage to the Wings and Back Again" which examines
the role of education in the democratization of society). I am serious about this idea and want to
further develop the concepts that were begun during the ED5004 course and would like to
research the feasibility of and the methods for its implementation. The research could involve