Faculty have access to more information about college teaching than ever before. Researchers have studied a host of instructional approaches and published results in myriad journals. Educators have shared summaries of and links to such studies informally on websites and through Twitter feeds. This is good news for those of us who want to learn more about a particular instructional method or technique before we try it in our own courses.
Not all of us are educational researchers, however, and that brings some challenges for making sense of these studies. The research questions and methods may not be as familiar to us as those in our home disciplines. Unfamiliar research approaches can make it challenging to determine how much stock to place in study findings. This challenge increases when different studies report mixed or contradictory results.
How can we assess the research quality? How can we determine whether a given instructional method is something worth trying in our courses? What follows is a set of questions that you can use when evaluating individual studies and collections of them. The goal of these questions is to help you glean information from research to consider whether or how to implement a pedagogical approach.
Is the research question one you want to know the answer to? Education researchers ask and answer questions that may or may not have practical application for our teaching. For example, although hundreds of researchers have asked whether active learning is superior to lecture, some of us are not particularly interested the answer. We don’t see lecture and active learning as an either/or proposition and instead believe that we can use both approaches together. What we might want to know instead are the combinations or particular features of lectures or active learning methods that make them more or less effective.
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