PLAN DOCENTE Educational Research

UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
VICERRECTORADO MODALIDAD ABIERTA Y A DISTANCIA
PLAN DOCENTE DE LA ASIGNATURA
A. Datos básicos de la Asignatura
Asignatura: Educational Research I
Ciclo: Séptimo
Titulación: Inglés
Área Académica: Sociohumanística
Departamento: Ciencias de la Educación
Sección Departamental: Lenguas contemporáneas
Número de créditos: 6
Número de horas: CD: Docencia: 32

CAE: Prácticas de aplicación y experimentación de los
aprendizajes:40
CAA: Aprendizaje autónomo: 120
Bloque de asignaturas: Formación básica
Troncales x
Genéricas
Complementarias
Libre configuración
Prácticum
Período académico: Octubre 2018 – Febrero 2019
Conocimientos previos recomendados:
Students must have an advanced level of English and a working knowledge of matters related to teaching English as a
foreign language, which means that students must have passed most of the courses from first to sixth semester in the
English program at UTPL.
Importancia de la asignatura dentro del perfil de egreso de la titulación:
It is important to teach educational research to future professionals because, in this way, they will be prepared to look for
solutions to several problems that they face in their daily practice and to contribute to the improvement of English teaching.
B. Datos básicos del profesor autor
Nombre: Paúl Fernando González Torres
Título académico: Magister en Enseñanza de Lengua Extranjera
Departamento: Ciencias de la Educación
Sección Departamental: Lenguas contemporáneas
Currículo profesional resumido
1
Master of Science: Teaching English as a Foreign Language Nova Southeastern University of Florida U.S.A. Magister en
Enseñanza del Inglés como Lengua Extranjera UTPL. Ha participado en proyectos institucionales dedicados a investigar
diferentes aspectos de la enseñanza de inglés. Es también coautor de varios artículos científicos relacionados con la
enseñanza del inglés. Ha participado en múltiples congresos nacionales e internacionales que han enriquecido su
experiencia como docente en el área Inglés.
Información sobre tutorías
Paralelo Día Horario Sala Teléfono Extensión
 La nómina de los profesores tutores y horarios de tutoría se detallan en el Distributivo Académico y en el

Entorno Virtual de Aprendizaje (EVA).
C. Competencias a desarrollar
Competencias genéricas (CG) de la UTPL:
 Critical and reflexive thinking

 Ethical commitment
Competencias específicas (CE) de la titulación:
 Use spoken, written and audiovisual information in a scientific and academic level in order to use it in a professional
field.
 Formulate, design, and execute research and innovation projects in the educational and linguistic field.
2
D. Planificación general de la asignatura
PRIMER BIMESTRE
Competences of the Components

Learning results Contents Learning activities Learning resources Week /hours Evaluation instruments Grade
course (CD-CAE-CAA)
Analyzes different  Understands the Unit 1: Brief introduction of the CD Introduction fórum Week 1
aspects, approaches, main stages that The process of student and their academic Announcements on EVA 30 minutes
methods and cover research conducting research objectives for the course.
techniques related to using quantitative and
educational research. qualitative approaches
Understands and identifies CAA Didactic guide and 5 hours
 Understands the
Understands the 1.1 A definition of research the six steps in the process textbook
definition of
importance of and its importance of research
research and its
incorporating different importance.
aspects, approaches, 1.2 The six steps in the Read s announcements CAA Open educational 1.5 hours
methods and process of research and resources on the web resources
techniques to about the process of
educational research. 1.3 The characteristics of research
quantitative and qualitative
Applies the aspects, research in each of the six
approaches, methods steps Assess their own CAA Self-evaluation 1 hour Self-evaluation
and techniques achievement of questionnaire 1 – questionnaire 1
learned to situations in 1.4 Important ethical competences Didactic guide
which educational issues in conducting
research is required. research Students ask for academic CD Tutorials on the 1 hour
assistance telephone and chats on
1.5 Skills needed to design EVA
and conduct research Announcements on EVA
 Identifies an Unit 2: Identifying a Identifies an educational CAA Didactic guide and Week 2
educational research problem problem that may be textbook 5 hours
problem that may2.1 researched and analyzes
be researched. 2.1 What is a research when a problem should be
problem and why is it researched.
important? Read s announcements CAA Open educational 1.5 hours
 Analyzes when a 2.2 How does the research and resources on the web resources
problem should be problem differ from other about the research problem
researched. parts of research? Academic forum on the CD Forum 3 hours Rubric 1 point
2.3 Can and should definition and importance of
problems be researched? educational research
3
Review the steps of CAA Microvideo 1 hour

research process
Students ask for academic CD Tutorials on the 1.5 hours

EVA
Announcements on EVA
Read about literature CAE Assignment on EVA 4 hours Rubric
review in quantitative and
qualitative studies.
 Distinguishes the Unit 2: Identifying a Identifies the parts of the CAA Didactic guide and Week 3
characteristics of a research problem statement of the problem. textbook 5 hours
research problem in 2.4 How does the research
Quantitative and problem differ in
Qualitative quantitative and qualitative
research. research?
2.5 How do you write a Read s announcements CAA Open educational 1.5 hours
 Writes a statement “statement of the problem” and resources on how to resources
of the problem. section? identify and write the
2.6 What are some statement of the problem.
 Identifies the parts strategies for writing the
of the statement of “statement of the problem”
section? Assess their own CAA Self-evaluation 1 hour Self-evaluation
the problem.
achievement of questionnaire 2– Didactic questionnaire 2
competences guide
Talk about the basic CD Academic chat 1 hour Rubric 1 point

concepts of literature
review

EVA
Make a table for CAE Assignment on EVA 5 hours Rubric

comparison of literature
review in quantitative and
qualitative studies
4
 Defines Unit 3: Understands the concept CAA Didactic guide and Week 4
Literature Reviewing the literature and importance of a textbook 4 hours
Review and its literature review
importance. 3.1 What is a literature Read s announcements CAA Open educational 1.5 hours
review and why is it and resources on the web resources
important? about the literature review
Review of the identification CAA Microvideo 1 hour
of the research problem
Review of contents CAA On-line quiz 1 hour On-line quiz 1 1 point

EVA
Study the writing of purpose CAE Assignment on EVA 5 hours Rubric
statements in quantitative
and qualitative studies
Unit 3: Identifies the steps in CAA Didactic guide and Week 5
 Identifies the Reviewing the literature conducting a literature textbook 5 hours
five steps in review.
conducting a 3.2 What are the five steps Reads announcements and CAA Open educational 1.5 hours
Literature in conducting a literature resources on the literature resources
Review. review? review
Assess their own CAA Self-evaluation 1 hour Self-evaluation
 Conducts a achievement of questionnaire 3– Didactic questionnaire 3
Literature competences guide
Review. Students ask for academic CD Tutorials on the 1.5 hours
EVA
Writes purpose statements CAE Assignment on EVA 5 hours Rubric
for quantitative and
qualitative studies
 Defines purpose Unit 4: Specifying a Understands the concept CAA Didactic guide and Week 6
statements, purpose and research and importance of writing textbook 4 hours
questions, questions or hypotheses purpose statements,
hypotheses, and research questions,
objectives. 4.1 What are purpose hypotheses, and objectives
statements, research in educational research.
 States their questions, hypotheses, Read s announcements CAA Open educational 30 minutes
importance. and objectives? and resources on the web resources
about purpose statements,
research questions,
hypotheses, and objectives.
5
 Distinguishes 4.2 Why are these Review of the specification CAA Microvideo 1 hour
the difference in statements and questions of purpose and research
Quantitative and important? questions or hypotheses
Qualitative
research when 4.3 How do you design Assess their own CAA Self-evaluation 1 hour Self-evaluation
designing quantitative purpose achievement of questionnaire 4– Didactic questionnaire 4
purpose statements, research competences guide
statements, questions, and
questions, hypotheses? Review of contents CAA On-line quiz 1 hour On-line quiz 2 1 point
hypotheses, and
objectives. 4.4 How do you design
qualitative purpose
statements and research Students ask for academic CD Tutorials on the 1.5 hours
questions? assistance telephone and chats on
EVA
4.5 The central Announcements on EVA.
phenomenon in qualitative Review and upload CAE Assignment on EVA 1 hour 6 points
research distance task on EVA
Units 1 -4 Review of all educational CAA Didactic guide, textbook, Week 7

resources in order to open educational 7.5 hours
prepare for the on-site resources, microvideos
evaluations
EVA
Units 1- 4 Review of all educational CAA Didactic guide, textbook, Week 8
evaluations
EVA
Announcements on EVA.
Completes on-site CAA Questionnaire 1 hour Questionnaire 10
evaluation for the first
bimester
6
Total de horas de trabajo del CD: Componente Docencia: 16

primer bimestre CAE: Prácticas de aplicación y experimentación de los aprendizajes: 20
CAA: Aprendizaje autónomo: 60
Total: 96
Actividades académicas Recursos de aprendizaje Fechas importantes

Actividad asíncrona: Foro académico October 15th – 28th, 2018
Actividad síncrona: Chat académico October 25th, 2018
Actividad suplementaria: Forum 7th and 8th week
Evaluaciones parciales: Cuestionarios en línea On-line quiz 1: October 25th-31st,
2018
On-line quiz 2: November 23th – 29th ,
2018
Subida de actividad de aplicación y Tarea November 1st – 16th, 2018
experimentación
Evaluación presencial Cuestionarios impreso u online To be determined.
Learning activity: Provide definition of educational research and discuss its importance in
Teaching English as a Foreign Language (TEFL).
Type of resource: Academic forum

Theme: Educational research and its importance
Competence to which the activity Analyzes different aspects, approaches, methods and techniques related
contributes: to educational research.
Work strategies: The forum is a debate in which you can express your arguments or ideas
with pertinent support. This resource is an excellent learning strategy
that allows students to develop cognitive skills such as the ability to
criticize, reflection, reasoning, argumentation, sharing knowledge,
communicative skills, etc.
Your participation consists of giving your own definition of educational

research and talking about the importance of educational research in
Teaching English as a Foreign Language (TEFL). It is important that you
support your ideas by citing pertinent sources.
Apart from posting your activity, you will have to properly reply to one of
your classmate’s posts.
Rubric for evaluation: The activity will be evaluated based on the rubric established for this
purpose presented below.
Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

Pertinent The student The student’s The student’s The student’s
contributions to contributes with contribution is contribution is contribution is not
the theme of the proper arguments to related to the theme related to the theme related to the theme
forum the theme of the of the forum, but it is but it does not have or there is
forum. Sources are not very clear. proper arguments. plagiarism.
cited.
Replies to their Replies to Replies to Replies to There is no reply to
classmates’ posts classmates contain classmates do not classmates do not a classmate’s post.
with proper proper arguments. contain proper contain proper
arguments arguments. arguments.
7
Grammar There are few There are some There are many There is and
grammatical errors. grammatical errors. grammatical errors. excessive number of
grammatical errors.
Writing The text is clear, The text is The text is a little The text is not
cohesive and understandable, difficult to understandable.
coherent. with some understand and not There is no
coherence and very coherent or coherence or
cohesion. cohesive. cohesion.
Learning activity: Discuss the literature review in a research study.
Type of resource: Academic chat

Theme: The literature review
Competence to which the activity Understands the importance of incorporating different aspects,
contributes: approaches, methods and techniques to educational research.
Work strategies: The academic chat is an organized dialogue in which the student
contributes with opinions and arguments about a topic. In this case, the
topic is the literature review in a research study. For this reason, the
student must read the chapter in the book about the literature review
(CHAPTER 3).
The duration of the chat is approximately 60 minutes. Students are

encouraged to give proper and pertinent answers related to the issues
that the instructor (moderator) discusses.
Students must be punctual. If they are late, their grades will be probably
affected. The instructor will welcome students to the chat and give
instructions.
Students’ contributions must be brief and pertinent.
Students must check their answers before sending them. The use of all
capital letters must be avoided with a few exceptions.
The instructor will finish the chat.
Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

the theme of the proper arguments to related to the theme related to the theme related to the theme.
chat the theme of the of the chat, but it is but it does not have
chat. not very clear. proper arguments.
Respect to the The student The student does The student The student does
rules established respects the rules not respect all the respects a few rules not respect the rules
by the moderator.
8
established by the rules established by established by the established by the

moderator. the moderator. moderator. moderator.
grammatical errors.
Punctuality The student joins The student does The student does The student does
the chat on time. not join the chat on not join the chat on not join the chat on
time. time. time.
9
SEGUNDO BIMESTRE
Competences of the Components

Learning results Contents Learning activities Learning resources Week /hours Evaluation instruments Grade
course (CD-CAE-CAA)
Analyzes different  Identifies the five Unit 5: Collecting Understands and identifies CAA Didactic guide and Week 1
aspects, approaches, steps in the process quantitative data the steps for collecting textbook 6 hours
methods and of data collection 5.1 Five steps in the quantitative data
techniques related to process of data collection
educational research.  Recognizes 5.2 What participants will
potential you study?
Understands the participants in a 5.3 What permissions will
importance of study you need?
incorporating different
aspects, approaches,  Selects permissions
methods and needed for a study
techniques to Reads announcements and CAA Open educational 1.5 hours
educational research. resources on the web about resources and
the collection of quantitative Announcements on EVA
Applies the aspects, data
approaches, methods
and techniques
learned to situations in
which educational
research is required. Students ask for academic CD Tutorials on the 1.5 hours
EVA
 Plans how the Unit 5: Collecting Identifies the instruments CAA Didactic guide and Week 2
information of a quantitative data and methods to administer textbook 5 hours
study will be 5.4 What information will data collection
collected you collect?
5.5 What instrument will Read s announcements CAA Open educational 1.5 hours
 Identifies and you use to collect data? and resources on the web resources
designs the 5.6 How will you about the instruments for
instruments for data administer the data data collection
collection collection? Academic forum on random CD Academic Forum 3 hours Rubric 1 point
and purposeful sampling
 Decides how the
data will be Assess their own CAA Self-evaluation 1 hour
recorded and achievement of questionnaire 5– Didactic
organized competences guide
10

EVA
Studies the process of CAE Assignment on EVA 5 hours Rubric

quantitative data collection
and looks for studies on the
Internet
 Identifies the steps Unit 6: Analyzing and Identifies the steps to CAA Didactic guide and Week 3
in the process of interpreting quantitative analyze and interpret textbook 6 hours
Quantitative data quantitative data
Research 6.1 What are the steps in
the process of quantitative
Read s announcements CAA Open educational 1.5 hours
 Determines the type data analysis?
and resources about resources
of analysis that will 6.2 How do you prepare
analysis and interpretation
be used according the data for analysis?
of quantitative data
to the study 6.3 How do you analyze
the data? Assess their own CAA Self-evaluation 1 hour
 Represents the 6.4 How do you report the achievement of questionnaire 6– Didactic
results in tables results? competences guide
6.5. How do you interpret
 Analyzes and the results? Talk about the steps in CD Academic chat 1 hour Rubric 1 point
explains the qualitative data collection
obtained results
EVA
Writes a paragraph about CAE Assignment on EVA 6 hours Rubric
the process of quantitative
data collection in the study
found.
 Identifies the five Unit 7: collecting Identifies and understands CAA Didactic guide and Week 4
steps in the process qualitative data the steps for qualitative textbook 3.5 hours
of data collection 7.1 What are the five data collection
process steps in qualitative Read s announcements CAA Open educational 1 hour
 Plans how the data collection? and resources on the web resources
information of a 7.2 What are the different about the collection of
study will be sampling approaches for qualitative data
collected selecting participants and Review of the process of CAA Microvideo 1 hour
sites? analysis of quantitative data
11
 Decides how the 7.3 What type of Assess their own CAA Self-evaluation 1 hour
data will be permissions will be achievement of questionnaire 7– Didactic
recorded and required to gain access to competences guide
organized participants and sites? Review of contents CAA On-line quiz 1 hour On-line quiz 1 1 point
7.4 What types of
qualitative data will you
collect? Students ask for academic CD Tutorials on the 1.5 hours
7.5 What procedures will assistance telephone and chats on
be used to record data? EVA
7.6 What field and ethical Announcements on EVA.
issues need to be
anticipated?
Studies the process to CAE Assignment on EVA 4 hours Rubric

analyze quantitative data
 Identifies the steps Unit 8: analyzing and Identifies the steps for CAA Didactic guide and Week 5
in the process of interpreting qualitative analyzing and interpreting textbook 5 hours
Qualitative data qualitative data.
Research 8.1 What are the six steps Read s announcements CAA Open educational 1.5 hours
in analyzing and and resources on the resources
 Determines the type interpreting qualitative analysis and interpretation
of analysis that will data? of qualitative data
be used according 8.2 How do you prepare Assess their own CAA Self-evaluation 1 hour Self-evaluation
to the study and organize the data for achievement of questionnaire 8– Didactic questionnaire 8
analysis? competences guide
 Represents the 8.3 How do you explore Students ask for academic CD Tutorials on the 1.5 hours
results in diagrams and code the data? assistance telephone and chats on
8.4 How do you use codes EVA
 Interprets the to build description and Announcements on EVA
obtained results. themes? Analyzes the data given CAE Assignment on EVA 4 hours Rubric
8.5 How do you represent and calculates mean,
and report findings? median, and mode.
8.6 How do you interpret
findings?
8.7 How do you validate
the accuracy of your
findings?
 Defines what a Unit 9: Reporting and Identifies and understands CAA Didactic guide and Week 6
Research Report is evaluating research the different ways of textbook 4 hours
reporting and evaluating
research
12
9.1 What is a research Read s announcements CAA Open educational 30 minutes

 Identifies the report and what are its and resources on the web resources
structure of a types? about reporting research.
research report 9.2 How should you
structure your report? Review of the analysis and CAA Microvideo 1 hour
 Identifies the 9.3 How do you write in a interpretation of qualitative
characteristics of a sensitive, ethical, and data.
good research scholarly way?
report. 9.4 How do you evaluate Assess their own CAA Self-evaluation 1 hour Self-evaluation
the quality of your achievement of questionnaire 9– Didactic questionnaire 9
research? competences guide
Review of contents CAA On-line quiz 1 hour On-line quiz 2 1 point

EVA
Review and upload CAE Assignment on EVA 1 hour 6 points
distance task on EVA
Units 5 -9 Review of all educational CAA Didactic guide, textbook, Week 7

evaluations
EVA
Units 5- 9 Review of all educational CAA Didactic guide, textbook, Week 8
evaluations
EVA
Completes on-site CAA Questionnaire 1 hour Questionnaire 10
evaluation for the first
bimester
13
Total de horas de trabajo del CD: Docencia: 16

segundo bimestre CAE: Prácticas de aplicación y experimentación de los aprendizajes: 20
CAA: Aprendizaje autónomo:60
Total: 96
Actividades académicas Recursos de aprendizaje Fechas importantes

Actividad asíncrona: Foro académico December 10th-23rd, 2018
Actividad síncrona: Chat académico December 19th, 2018
Actividad suplementaria: Forum 15th and 16th week
Evaluaciones parciales: Cuestionarios en línea On-line quiz 1: December 17th – 23rd,
2018
On-line quiz 2: January 18th – 24th,
2019
Subida de actividad de aplicación y Tarea January 1st – 16th, 2019
experimentación
Evaluación presencial Cuestionarios impreso u online To be determined.
Planificación de las actividades síncronas y asíncronas
Learning activity: Discuss the different types of sampling in education research.
Type of resource: Academic forum

Theme: Sampling procedures
Work strategies: The forum is a debate in which you can express your arguments or ideas
with pertinent support. This resource is an excellent learning strategy
that allows students to develop cognitive skills such as the ability to
criticize, reflection, reasoning, argumentation, sharing knowledge,
communicative skills, etc.
Your participation consists of giving your own views on the use of the
different types of sampling in education research, namely random and
purposeful sampling. It is important that you support your ideas by citing
pertinent sources.
Apart from posting your activity, you will have to properly reply to one of
your classmate’s posts.
Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

the theme of the proper arguments to related to the theme related to the theme related to the theme
forum the theme of the
14
forum. Sources are of the forum, but it is but it does not have or there is
cited. not very clear. proper arguments. plagiarism.
Replies to their Replies to Replies to Replies to There is no reply to

classmates’ posts classmates contain classmates do not classmates do not a classmate’s post.
with proper proper arguments. contain proper contain proper
arguments arguments. arguments.
grammatical errors.
Learning activity: Discuss the analysis and interpretation of quantitative data
Type of resource: Academic chat

Theme: Analysis and interpretation of quantitative data
Work strategies: The academic chat is an organized dialogue in which the student
contributes with opinions and arguments about a topic. In this case, the
topic is the analysis and interpretation of quantitative data. For this
reason, the student must read the chapter in the book about the analysis
and interpretation of quantitative data (CHAPTER 6).
The duration of the chat is approximately 60 minutes. Students are

encouraged to give proper and pertinent answers related to the issues
that the instructor (moderator) discusses.
Students must be punctual. If they are late, their grades will be probably
affected. The instructor will welcome students to the chat and give
instructions.
Students’ contributions must be brief and pertinent.
Students must check their answers before sending them. The use of all
capital letters must be avoided with a few exceptions.
The instructor will finish the chat.
15
Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

the theme of the proper arguments to related to the theme related to the theme related to the theme.
chat the theme of the of the chat, but it is but it does not have
chat. not very clear. proper arguments.
Respect to the The student The student does The student The student does
rules established respects the rules not respect all the respects a few rules not respect the rules
by the moderator. established by the rules established by established by the established by the
moderator. the moderator. moderator. moderator.
grammatical errors.
Punctuality The student joins The student does The student does The student does
the chat on time. not join the chat on not join the chat on not join the chat on
time. time. time.
EVALUACIÓN FINAL
Actividades académicas Fechas importantes

Evaluación final: February 16th – 17th, 2019
EVALUACIÓN DE RECUPERACIÓN
Actividades académicas Fechas importantes

Evaluación de recuperación March 16th – 17th, 2019
16
E. Evaluación de la asignatura
Primero y Segundo Bimestre

COMPONENTE ACTIVIDADES RECURSOS PESO CALIFICACIÓN
Primer Bimestre Segundo Bimestre
Docencia Actividades en línea Foro, wiki, etc.
5% 1 1
asíncronas
video colaboración,
Actividades en línea
chat, 5% 1 1
síncronas
videoconferencia
Aprendizaje Cuestionarios en
Evaluación parcial 10% 2 2
autónomo línea
Evaluación presencial Cuestionario 50% 10 10
Tareas Definidos en la
(Ensayos, planificación micro
Prácticas de
investigaciones, análisis curricular
aplicación y 30% 6 6
de casos, actividades en
experimentación
laboratorios virtuales,
mundos virtuales, etc.)
TOTAL 100% 20 20
F. Evaluación final
Contenidos Actividades de evaluación Puntos*

50% contenidos del primer bimestre Evaluación final 16
y 50% del segundo bimestre
* El puntaje restante corresponde al 60% de la calificación total obtenida en el período académico.
G. Evaluación de recuperación
Contenidos Actividades de evaluación Puntos*

50% contenidos del primer bimestre Evaluación de recuperación 24
y 50% del segundo bimestre
* El puntaje restante corresponde al 40% de la calificación total obtenida en el período académico.
H. Recursos a utilizar para el desarrollo de la asignatura
BIBLIOGRAFÍA BÁSICA
a) Nombre del texto básico (texto – guía) (Utilice el formato de las normas APA)
Creswell J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research (5th ed.). Boston, MA: Pearson Education, Inc.
17
b) Información general del texto
John W. Creswell is a Professor of Educational Psychology at Teachers College, University of Nebraska-Lincoln.

He is affiliated with a graduate program in educational psychology that specializes in quantitative and qualitative
methods in education. In this program, he specializes in qualitative and quantitative research designs and methods,
multi-method research, and faculty and academic leadership issues in colleges and universities.
This text has been selected because of the relevance of the contents, which provide step-by-step guidance in the
process of research. Additionally, the research process is clarified with useful concepts that will facilitate its
comprehension.
c) Nombre la guía didáctica (Utilice el formato de las normas APA)
Zúñiga, A. (2012). Guía Didáctica de Educational Research I. Loja, Ecuador: UTPL.
d) Breve descripción general de la guía didáctica

This didactic guide will provide you with clear explanations related to the contents of the text. Additionally, you will
find activities and self-evaluations that will help you summarize the information and test your knowledge.
BIBLIOGRAFÍA COMPLEMENTARIA
a) Nombre del texto
Mertler, C., & Charles, C.M. (2010). Introduction to Educational Research (7th ed.). Boston, MA: Allyn and
Bacon/Pearson.
b) Breve descripción del texto
This book covers information on educational research in a comprehensive way. It contains clear examples that are
relevant to educational research so readers can easily familiarize themselves with the tools needed to conduct a
research investigation.
c) ¿El texto está disponible en la biblioteca general física o virtual de la UTPL?
Física x Virtual
d
e
BIBLIOTECA VIRTUAL
l
Repositorio (base de datos) T Link
ProQuest e http://www.proquest.com/LATAM-ES/
x
Biblioteca t http://biblioteca.utpl.edu.ec/
o
RECURSOS EDUCATIVOS ABIERTOS (REAs) B
Título del REA
á Link
s
APA Format–6th Edition http://web.calstatela.edu/library/guides/3apa.pdf
i
c
Qualitative Versus Quantitative http://www.xavier.edu/library/students/documents/qualitative_quantitative.pdf
Research o
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18
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UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA

VICERRECTORADO MODALIDAD ABIERTA Y A DISTANCIA

PLAN DOCENTE DE LA ASIGNATURA

A. Datos básicos de la Asignatura

Asignatura: Educational Research I

Área Académica: Sociohumanística

Departamento: Ciencias de la Educación

Sección Departamental: Lenguas contemporáneas

Número de horas: CD: Docencia: 32

Importancia de la asignatura dentro del perfil de egreso de la titulación:

B. Datos básicos del profesor autor

Nombre: Paúl Fernando González Torres

Título académico: Magister en Enseñanza de Lengua Extranjera

Departamento: Ciencias de la Educación

Sección Departamental: Lenguas contemporáneas

Currículo profesional resumido

 La nómina de los profesores tutores y horarios de tutoría se detallan en el Distributivo Académico y en el

Competencias genéricas (CG) de la UTPL:

 Critical and reflexive thinking

Competencias específicas (CE) de la titulación:

D. Planificación general de la asignatura

Competences of the Components

Review the steps of CAA Microvideo 1 hour

Students ask for academic CD Tutorials on the 1.5 hours

Talk about the basic CD Academic chat 1 hour Rubric 1 point

Students ask for academic CD Tutorials on the 1.5 hours

Make a table for CAE Assignment on EVA 5 hours Rubric

Students ask for academic CD Tutorials on the 1.5 hours

Units 1 -4 Review of all educational CAA Didactic guide, textbook, Week 7

Total de horas de trabajo del CD: Componente Docencia: 16

Actividades académicas Recursos de aprendizaje Fechas importantes

Type of resource: Academic forum

Your participation consists of giving your own definition of educational

Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

Learning activity: Discuss the literature review in a research study.

Type of resource: Academic chat

The duration of the chat is approximately 60 minutes. Students are

Students’ contributions must be brief and pertinent.

The instructor will finish the chat.

Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

established by the rules established by established by the established by the

Competences of the Components

Students ask for academic CD Tutorials on the 1.5 hours

Studies the process of CAE Assignment on EVA 5 hours Rubric

Studies the process to CAE Assignment on EVA 4 hours Rubric

9.1 What is a research Read s announcements CAA Open educational 30 minutes

Review of contents CAA On-line quiz 1 hour On-line quiz 2 1 point

Students ask for academic CD Tutorials on the 1.5 hours

Units 5 -9 Review of all educational CAA Didactic guide, textbook, Week 7

Total de horas de trabajo del CD: Docencia: 16

Actividades académicas Recursos de aprendizaje Fechas importantes

Planificación de las actividades síncronas y asíncronas

Learning activity: Discuss the different types of sampling in education research.

Type of resource: Academic forum

Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

Pertinent The student The student’s The student’s The student’s

Replies to their Replies to Replies to Replies to There is no reply to

Learning activity: Discuss the analysis and interpretation of quantitative data

Type of resource: Academic chat

The duration of the chat is approximately 60 minutes. Students are

Students’ contributions must be brief and pertinent.

The instructor will finish the chat.

Criteria 1 - 0.8 points 0.7 – 0.4 0.3 – 0.1 0

Pertinent The student The student’s The student’s The student’s