Teaching research methods in social sciences: A perspective from master’s students

Abstract The aim of this paper is to understand students’ experience of research methodology teaching, through a survey with students enrolled in the Master’s Degree Program in Information Management, Libraries and Archives at the Complutense University of Madrid. The analyzed themes included the students’ perception of collaborative work, influence of emotions, implications of research competencies at the professional level, and the role of supervisors. Twenty-six master’s students, both online and on-site, were surveyed among those enrolled in the academic years 2014-2015 and 2013-2014. Results show the need to foster collaborative work with individual work in a balanced way. Furthermore, emotions, especially positive ones, appear to intertwine heavily with the learning experience. It is more difficult to appreciate the implications of research competencies for the professional sphere because of differences in the professional context of all students involved. The activities that students perceive as more creative include discussions of one’s own work (especially with the supervisor) as well as discussions of other students’ work (attendance at Master Thesis Defenses). Finally, supervisors stand out as important figure during the learning of research methodology, as their area of expertise is particularly relevant.

摘要 本研究旨在通过对马德里康普顿斯大学信息管理、图书馆与档案硕士学位项目的在读学生开展问卷调查，探析学生在研究方法课程学习中的体验。本次分析的主题涵盖学生对协作学习的认知、情绪的影响、研究能力在职业层面的应用价值，以及导师的作用。调查对象为2013-2014学年与2014-2015学年入学的硕士研究生，涵盖线上与线下两种学习模式，共计26名学生。研究结果表明，需在协作学习与个体自主学习之间实现均衡兼顾。此外，情绪尤其是积极情绪，与学习体验呈现出高度紧密的交织关联。由于参与调研的学生所处职业环境存在差异，因此更难明晰研究能力对职业领域的应用价值。学生认为最具创造性的活动包括自身研究工作的研讨（尤其是与导师开展的研讨），以及对其他学生研究成果的研讨（如参与硕士论文答辩）。最后，导师在研究方法学习过程中作为核心角色凸显其重要性，因其专业领域与课程教学内容高度契合。