The course aims to enable students to deepen their knowledge and abilities in studying and critically reviewing theories and methods, paying consideration to traditions of scientific theory and social and ethical aspects.

The course examines the relevant theoretical perspectives and methodological approaches that arise within teaching and learning in higher education, alongside their possibilities and limitations for research and development work. Traditions of scientific theory, in addition to matters of ethics and the social relevance of research will be addressed alongside studies of theoretical perspectives.

Upon completion of the course, the student will

The overall layout of the course tuition is flexible, as online elements can be combined with on-campus activities. Seminars are linked to lectures, group work and individual presentations using different media. There will be opportunities for feedback between the students throughout the course. Methods will be developed based on the purpose and intended learning outcomes of the course, in a collaboration between students and teachers.

Examination 1: Oral presentation. 3.5 credits.

This examination assesses intended learning outcomes 1-2.

Examination 2: Paper, 4 credits. This examination assesses intended learning outcomes 1-2.

Alternative assessment forms may be included following consultation with the examiner.

The course coordinator will provide information about grading criteria at the start of the course. To be awarded the final grade of VG, a VG is required in both examinations. It must be possible to distinguish between individual performances for all assessments.

Jones, Susan. R., Torres, V., & Arminio, Jan. (2013). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues. Routledge. (256 s.)

Slade, Sharon., & Prinsloo, Paul. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510-1529.

Tuli, Fedeke (2010). The basis of distinction between qualitative and quantitative research in social science: Reflection on ontological, epistemological and methodological perspectives. Ethiopian Journal of Education and Sciences, 6(1), 97-108.

Fraenkel, Jack. R., Wallen, Norman. E., & Hyun, Helen. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages. (641 s)

Additional literature based on specialisation to be chosen in consultation with the course coordinator.

Students who participate in or complete a course must be given the opportunity to share their experiences and provide feedback on the course via a course evaluation issued by the University. The University will compile the course evaluations and provide information regarding the results and any measures taken as a result of the course evaluation. Results will be made available to the students. (Higher Education Ordinance 1:14).