The authors examined abstracts written by graduate students for their research proposals as a requirement for a course in research methods in a distance learning MLIS program. The students learned under three instructional conditions that involved varying levels of access to worked examples created from abstracts representing research in the LIS field. A one-way analysis of variance (ANOVA) detected significantly higher scores in areas related to fluency in describing the research design and the required elements of a research proposal in the groups with more exposure to worked examples, while the rhetorical skills necessary to compose a succinct abstract and to relate a proposal to implications in the field were not affected.
CITATION STYLE
Ondrusek, A. L., Thiele, H. E., & Yang, C. (2014). Writing abstracts for MLIS research proposals using worked examples: An innovative approach to teaching the elements of research design. College and Research Libraries, 75(6), 822–841. https://doi.org/10.5860/crl.75.6.822
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