UNIVERSTY OF KENT
Module Specification
1
The title of the module
Research Methods by Distance Learning (TZ830, version 2)
2
The School which will be responsible for management of the module
Tizard Centre (SSPSSR)
3
The Start Date of the Module
September 2009
4
The cohort of students (onwards) to which the module will be applicable
Students starting the courses in September 2009
5
The number of students expected to take the module
Up to 30 students.
6
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
7
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M (FHEQ Level: 7)
8
The number of credits which the module represents
15 credits
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Which term(s) the module is to be taught in (or other teaching pattern)
1, 2 & 3
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Pre-requisite and co-requisite modules
This is a compulsory module on all programme options (both Intellectual and Developmental
Disabilities by distance learning and Autism Studies by distance learning). The content is the same
as TZ830 campus based module. However, students on the distance learning options, those doing
only the Postgraduate Certificate in Intellectual and Developmental Disabilities or a non-empirical
dissertation can opt out of the statistical analysis element and complete additional assignments
focused on accessing and interpreting the evidence base, and research methodology and design,
rather than statistical analysis. Students wishing to upgrade to the Analysis and Intervention route
at a later stage must take the statistical analysis element. Full-time students will normally take all
the other academic modules (TZ863D, TZ861D, TZ862D and TZ865) alongside this one. Parttime students will take this module alongside TZ863D in year 1, completing TZ861D, TZ862D and
TZ865 in year two. Students on the PGDip and MA in Intellectual and Developmental Disabilities
by distance learning will also complete TZ997D. Students on the PGDip in Autism studies will also
take TZ996/994 or TZPGaut2. Students on the MA in autism studies will take TZ995/997 or
TZ996/994 and TZPGaut2. Part-time PG Certificate students can decide which modules to take in
Year 1 and which in Year 2.
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The programmes of study to which the module contributes
Postgraduate Certificate in Intellectual and Developmental Disabilities by distance learning
Postgraduate Diploma in Intellectual and Developmental Disabilities by distance learning
MA in Intellectual and Developmental Disabilities by distance learning
Postgraduate Certificate in Autism studies
Postgraduate Diploma in Autism studies
MA in Autism studies
In addition the content of the module is the same as the TZ861 campus based module on the:
MSc in Analysis and Intervention in Intellectual and Developmental Disabilities
MA in Intellectual and Developmental Disabilities
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The intended subject specific learning outcomes and their relationship to
programme learning outcomes
The aim of this module is to teach the students about research methodology and the
knowledge needed to access and interpret the research literature. For those who take the
statistical analysis module, the aim is also to teach experimental and non-experimental
design, including single case design and a variety of methods of data collection and analysis.
The emphasis will be on methods of data collection and analysis which will be useful in
Service and clinical settings, so that advanced multivariate techniques will not be taught.
On completion of this module students will have achieved the following specific learning outcomes:
 To be able to recognise advantages and disadvantages of different methods of data collection
such as direct observations, rating scales, questionnaires and interviews
 To be able to access and interpret existing research
 To be able to conduct observational data collection, conduct interviews and select
appropriate measures for collecting data.
 To be aware of different experimental designs and understand the advantages and
disadvantages of different designs.
 To be able to conduct and produce simple descriptive summaries of observational and other
types of quantitative data.
 To Understand issues of reliability and validity and be able to calculate simple indices of
these.
In addition, those following the statistical analysis part of the module, will be able
 To demonstrate the ability to use simple parametric and non-parametric statistics and
understand the embedded assumptions of these.
Relationship to programme learning outcomes
In order to “apply the theories and practice of applied psychology and social science within the
intellectual and developmental disabilities field” (programme aim) students must be able to both
conduct research projects and interpret the findings of other people’s work. This module provides
them with the skills necessary to design and conduct research and to analyse and present the
results both in the academic context of their dissertation and in the clinical and service context of
their placements and their working environments.
All of the specific learning outcomes listed above (SLO 1-7) combine to meet the same Programme
learning outcomes – on the PGCert, PGDip and MA in Intellectual and Developmental Disabilities
(by distance learning) SLO1 – 7 relate to Programme learning outcomes A9 Research
Methodology, B1 Appraise and interpret evidence from the academic literature and personal/work
experience and (for PGDip and MA), C1 Conduct research on a topic relevant to intellectual
disability. On the PGCert, PGDip and MA in Autism Studies SLO1 – 7 above relate to Programme
learning outcomes A10 Research Methodology, B1 Appraise and interpret evidence from the
academic literature and personal/work experience and (for PGDip and MA) C1 Conduct research
on a topic relevant to autism.
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Although most of the learning outcomes for this module are subject specific, they are also generic
in that by the skills students will learn can be used in any subject area where an appreciation of
research methods and the ability to conduct research and analyse findings are necessary, covering
programme learning outcomes B1 Appraise and interpret evidence from the academic literature
and personal work experience and B2 Present critical, balanced arguments. The module prepares
people to be able to conduct their dissertation (TZ996/997D) and also, if students upgrade to the
PGDip or MSc in Analysis and Intervention in IDD, to present, analyse and interpret findings from
both assessment in services and with individual people (TZ831).
At the end of the module students will be able to:
 Make sense of numerical and statistical data (D2 Numeracy; Key skills 2 at Level 5 D3
Information and technology Key skills 3 level 5)
 Summarise and present data in a way that is clear and concise (D1 Communication; Key skill
1, level 5 and D3 Information and technology Key skills 3 level 5)
 Organise and manage their studying independently (D5 Improving own learning Key skills 5
level 5).
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A synopsis of the curriculum
Organisation and content
This module will be taught mainly through web-based material, core texts and additional reading,
combined with video-recorded lectures and seminars, web-based discussion, and guided study,
covering the following topics:
 Qualitative methodology and analysis (interviewing, focus groups)
 Methods of direct observation
 Questionnaires and rating scales
 Reliability and validity
 Experimental Design
 Descriptive Statistics
In addition, for those following the statistical analysis part of the module:
 Simple parametric analyses
 Non-parametric analyses
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Indicative Reading List
Key texts will include:
Coolican, H. (1994) Research Methods and Statistics in Psychology. (4th ed.) Hodder & Stoughton.
Kinnear, P. R. and Gray, C. D.(1997) SPSS made simple Psychology Press Ltd: Hove – the most
recent version will be recommended – currently SPSS 16 Made Simple
Further reading will be recommended through the web-based material and through the videorecorded taught sessions and core references will be provided electronically.
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Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
Hours of study: 150
This is a distance learning module and so there will be no contact hours for most students. On all
programmes accessing this module, this module’s objectives are primarily about the acquisition of
academically and professionally relevant knowledge and skills, which for some students will be
applied in the dissertation undertaken later in the course. The majority of material will be delivered
through structured reading and practical exercises provided via Moodle (SLOs 1-6). Videorecordings of on campus teaching will be made available for additional information and clarity
(SLO1: To be able to recognise advantages and disadvantages of different methods of data
collection such as direct observations, rating scales, questionnaires and interviews, SLO2: To be
able to access and interpret existing research, SLO3: To be able to conduct observational data
collection, conduct interviews and select appropriate measures for collecting data, SLO4: To be
aware of different experimental designs and understand the advantages and disadvantages of
different designs, SLO5: To be able to conduct and produce simple descriptive summaries of
observational and other types of quantitative data, SLO6: To Understand issues of reliability and
validity and be able to calculate simple indices of these and for those following the statistical
analysis part of the module SLO7: To demonstrate the ability to use simple parametric and nonparametric statistics and understand the embedded assumptions of these).
Distance learning students will have options to practice e.g. observational techniques and exercises
at home and to answer similar questions via web-based exercises to those doing the campus-based
courses (SLOs 1-7). For those who wish to follow the empirical route on the PG Certificate to
allow the possibility of upgrading to the Analysis and Intervention route, students will be required
to follow instructions to conduct statistical analyses and then submit their data files and output files
to the module convenor at the end of each workshop to check that they have done the exercises
correctly (SLO 7 To demonstrate the ability to use simple parametric and non-parametric statistics
and understand the embedded assumptions of these).
All of these teaching methods (along with assessment methods below) combine to help the
students achieve the Generic Learning Outcomes 1 Make sense of numerical and statistical data, 2
Summarise and present data in a way that is clear and concise and 3 Have a critical appreciation for
the methods used in published research.
For those studying for the Autism Studies programmes by distance learning, there will also be a
residential workshop in April of each year which will incorporate practical sessions relating to the
research methods module as well as dissertation supervision and guidance on conducting
interventions. These workshops will focus on giving students additional experience on this module
using individual and group practical exercises to support the attainment of SLO 1 to 7 and GLO 1
to 3. In addition these workshops will help people to achieve Programme learning outcomes that
are generic across the modules not specific to any one module such as D4: Working with other
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
This module’s objectives are primarily about the acquisition of academically and professionally
relevant knowledge and skills. Accordingly, knowledge acquisition across the module is assessed
through an unseen, one-hour web-based examination (assessing all SLOs 1 to 7) made up of 60
questions worth 100marks. Application of the knowledge base and skills will be assessed via two
short assignments requiring presentation of data and analysis, submitted at the students own pace
during second term (but with final deadlines provided for each assignment) and one written unseen
worked problem (3000 words), also submitted through Moodle. The assignments will assess both
the attainment of SLO 1-7 and will also check whether programme outcomes GLO 1 to 3 have
also been attained. The worked problem will contribute 30%, the two short assignments 20% and
examination 50% of the final mark for this module. For students following the non-empirical route,
the assignments will focus on content that is not related to statistical analysis. For the remaining
students, one assignment will cover material from non-statistical content and the other two
assignments will be based on statistical analysis.
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Implications for learning resources, including staff, library, IT and space
This module is convened by Dr J Beadle-Brown. Much of the teaching on qualitative methods is
provided by other Tizard staff and PhD students. Dr Julie Beadle-Brown will oversee the
preparation of material for WebCT and the assessment for the module. She will also oversee the
production of the video material.
In addition to general facilities in the University, all PG students have access to a specific module
providing general resources, direct links to the relevant library pages etc.
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A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
As far as can be reasonably anticipated, the curriculum and methods of assessment do not present
any disadvantages to students. In fact it is expected that students with dyslexia for example should
potentially find the multiple choice web-based format easier to complete than exam formats which
require essay writing. In terms of the teaching methods students with disabilities should not be
disadvantaged in any way. The use of web-based learning should allow students with disabilities to
follow things at their own pace and to do more work at home, requiring less travelling. For those
who find working from computer screen difficult we advise people to personalise their browser set
up to set their colours and fonts to a format that makes it easier to read. We also offer to print
web content on appropriately coloured paper if students require this type of practical help.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required
content of module proposals"
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Director of Learning and Teaching
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and will be responsible for its resourcing"
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Head of School
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Date