{"id":39112,"date":"2021-09-01t09:12:05","date_gmt":"2021-09-01t14:12:05","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=39112"},"modified":"2021-09-21t10:05:12","modified_gmt":"2021-09-21t15:05:12","slug":"lessons-from-a-journal-club-investigating-student-learning-post-3-reasons-for-doing-systematic-inquiry-and-final-reflections","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2021\/09\/lessons-from-a-journal-club-investigating-student-learning-post-3-reasons-for-doing-systematic-inquiry-and-final-reflections\/","title":{"rendered":"lessons from a journal club: investigating student learning – post 3: reasons for doing systematic inquiry and final reflections"},"content":{"rendered":"

by leah marion roberts, senior graduate teaching fellow<\/em><\/p>\n

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welcome to the final post in this series on systematic inquiry in teaching and learning contexts.<\/p>\n

this spring, cynthia brame and i facilitated a journal club looking at different ways to investigate student learning. in this blog series, i\u2019m sharing some highlights of our collective learning, organized thematically by the types of questions instructors could ask. the first post<\/a> explored the difference between research questions that ask \u201cwhat is?\u201d versus \u201cwhat works?\u201d. the second post<\/a> looked at the differences between affective versus cognitive research questions and qualitative versus quantitative approaches.<\/p>\n

this final post poses reflection questions for instructors about their motivations and reasons for doing systemic inquiry in their classes. it also highlights some of the key takeaways that participants shared with us about their experience in this journal club.<\/p>\n

theme 4: why do systematic inquiry?<\/h2>\n

understanding our reasons for doing research can help us ask more poignant questions and clarify the scope of our research project. here are some (non- exhaustive!) reasons we came up with for asking systemtiac questions about our courses:<\/p>\n