In-depth knowledge of the Techniques in Data Collection Instruments in Educational Research and its multiple implications, in a comprehensive Postgraduate diploma created to propel you to another professional level”

This Postgraduate diploma provides the necessary knowledge for the preparation of professionals in educational research. It delves into methodological reflection and practices, with emphasis on the latest developments in applied research in teaching.

This high quality program provides students with the knowledge and tools necessary for the analysis of education and its links between research and training.

Throughout this Postgraduate Diploma, the students will study all the current approaches in Techniques in Data Collection Instruments in Educational Research in the different challenges that their profession as teachers poses.

Computer resources for research and tools for data collection will be the topics of work and study that the students will be able to integrate into their training. A high-level step that will represent a process of improvement, not only on a professional level, but also on a personal level.

This challenge is one that TECH takes on as a social commitment: to help prepare highly qualified professionals and develop their personal, social and professional skills throughout the course of their studies.
 
Not only does it lead students through the theoretical knowledge offered, but it also shows another way of studying and learning, one which is more organic, simpler and more efficient. TECH works to keep you motivated and to help you develop a passion for learning. And it will push you to think and develop critical thinking.

High quality training, supported by advanced technological development and the teaching experience of the best professionals. These are some of its differential qualities.

A program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively"

This Postgraduate diploma in Techniques in Data Collection Instruments in Educational Research contains the most complete and up-to-date educational program on the market. The most important features of the program include:

• Latest technology in online teaching software
• Highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the course

A thorough and complete immersion in the strategies and approaches in Techniques in Data Collection Instruments in Educational Research"

Our teaching staff is made up of working professionals. In this way, we ensure that we provide you with the up-to-date training we are aiming for. A multidisciplinary team of specialists prepared and experienced in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will put at the service of the program the practical knowledge derived from their own experience: one of the differential qualities of this Postgraduate diploma.
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This mastery of the subject is complemented by the effectiveness of the methodological design of this Postgraduate diploma. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. This way, you will be able to study with a set of comfortable and versatile multimedia tools that will give you the operability you need for your training.

The design of this program is based on Problem-Based Learning: an approach that conceives learning as a highly practical process. To achieve this remotely, we will use telepractice: with the help of an innovative interactive video system and Learning from an Expert you will be able to acquire the knowledge as if you were facing the scenario you are learning at that moment. A concept that will make it possible to integrate learning in a more realistic and permanent way.

Achieve professional success with this high-level training"

The basic processes of cognitive development in relation to learning and school development, in an intensive and comprehensive training"

The contents of this training have been developed by the different teachers of this program, with a clear purpose: to ensure that our students acquire each and every one of the skills necessary to become true experts in this field.
 
The content of this program will allow the student to learn all aspects of the different disciplines involved in this area. A complete and well-structured program will take you to the highest standards of quality and success.

Through a complete but very well compartmentalized development, you will be able to access the most advanced knowledge at the moment in Techniques in Data Collection Instruments in Educational Research" 

Module 1. Educational research computer resources

1.1. Documentary Resources in Educational Research

1.1.1. Introduction
1.1.2. Introduction of Documentary Resources in Educational Research
1.1.3. Dissemination and Communication of Scientific-Academic Information
1.1.4. Academic Scientific Language
1.1.5. Access to Information: Bibliographic Databases

1.2. Information Search and Retrieval

1.2.1. Introduction
1.2.2. Search for Information
1.2.3. Information Search Strategies: Interfaces
1.2.4. Search for Electronic Journals
1.2.5. Bibliographic Databases

1.3. Access to Information Sources

1.3.1. Introduction
1.3.2. Databases
1.3.3. Electronic Magazines
1.3.4. Institutional Repositories
1.3.5. Scientific Social Networks
1.3.6. Information Managers

1.4. Thesauri

1.4.1. Introduction
1.4.2. Concept of Thesauri
1.4.3. Characteristics of Thesaurus
1.4.4. Terminology of Thesaurus

1.5. Thesauri: Database Usage

1.5.1. Introduction
1.5.2. Thesaurus Nomenclature
1.5.3. Thesaurus Hierarchy
1.5.4. Database

1.6. Information Evaluation Criteria

1.6.1. Introduction
1.6.2. Criteria for Evaluating Bibliographic Sources
1.6.3. Bibliometric Indicators
1.6.4. Book Evaluation and Publisher Ranking

1.7. Communication of Information

1.7.1. Introduction
1.7.2. Academic Scientific Language
1.7.3. Legal use of Information
1.7.4. Communication of Information
1.7.5. The Scientific Publication Process

1.8. SPSS (I)- Statistical Computing Tool for quantitative data

1.8.1. Introduction
1.8.2. Introduction to SPSS
1.8.3. Structure of SPSS
1.8.4. How to Handle Data Files?

1.9. SPSS (II)- Descriptive Analysis of variables

1.9.1. Introduction
1.9.2. Menu Bar and SPSS tools
1.9.3. Create New Files
1.9.4. How to Define a Variable?

1.10. Computer Resources Qualitative Data

1.10.1. Introduction
1.10.2. Programs and Resources for Qualitative Data Collection
1.10.3. Computer Resources for Analyzing Qualitative Data
1.10.4. Other Programs for Information Analysis

Module 2. Techniques and Instruments for Data Collection in Qualitative Research

2.1. Introduction

2.1.2. Research Methodology qualitative
2.1.3. Qualitative Research Techniques
2.1.4. Phases of Qualitative Research

2.2. Observation

2.2.1. Introduction
2.2.2. Observation Categories
2.2.3. Types of Observation: Ethnographic, Participant and Non-participant
2.2.4. What, How and When to Observe
2.2.5. Ethical Considerations of Observation
2.2.6. Content Analysis

2.3. Interview Techniques

2.3.1. Introduction
2.3.2. Interview Concept
2.3.3. Interview Characteristics
2.3.4. The Purpose of the Interview
2.3.5. Types of Interviews
2.3.6. Advantages and Disadvantages of the Interview

2.4. Discussion Group and Focus Group Techniques

2.4.1. Introduction
2.4.2. Discussion Groups
2.4.3. Objectives that Can Be Considered: Advantages and Disadvantages
2.4.4. Issues for Discussion

2.5. SWOT and Delphi Technique

2.5.1. Introduction
2.5.2. Characteristics of Both Techniques
2.5.3. SWOT Technique
2.5.4. The Delphi Technique

2.5.4.1. Preliminary Tasks Before Starting a Delphi

2.6. Life History Method

2.6.1. Introduction
2.6.2. Life History
2.6.3. Method Characteristics
2.6.4. Types
2.6.5. Phases

2.7. The Field Diary Method

2.7.1. Introduction
2.7.2. Concept of Field Diary
2.7.3. Field Diary Characteristics
2.7.4. Structure of the Field Diary

2.8. Discourse and Image Analysis Technique

2.8.1. Introduction
2.8.2. Features
2.8.3. Discourse Analysis Concept
2.8.4. Discourse Analysis Types
2.8.5. Levels of Discourse
2.8.6. Image Analysis

2.9. The Case Study Method

2.9.1. Introduction
2.9.2. Concept of Case Studies
2.9.3. Types of Cases Study
2.9.4. Design of the Cases Study

2.10. Classification and Analysis of Qualitative Data

2.10.1. Introduction
2.10.2. Categorization of Data
2.10.3. Data Coding
2.10.4. Theorizing Data
2.10.5. Data Triangulation
2.10.6. Exposure of Data
2.10.7. Writing Analytical Reflections. Memoing

Module 3. Data Collection Techniques and Instruments and Measurement

3.1. Measurement in Research

3.1.1. Introduction
3.1.2. What do we Want to Measure?
3.1.3. Subject Measurement Process
3.1.4. Psychometry

3.2. Collection of Information with Quantitative Techniques: Observation and Survey

3.2.1. Introduction
3.2.2. Observation

3.2.2.1. Theoretical Framework and Categories of Observation

3.2.3. The Survey

3.2.3.1. Material for Conducting a Survey
3.2.3.2. Survey Research Design

3.3. Collection of Information with Quantitative Techniques: the tests

3.3.1. Introduction
3.3.2. Test Concept
3.3.3. Item Generation Process
3.3.4. Testing by Area: Performance; Intelligence and Aptitude; Personality, Attitudes and Interests

3.4. Collection of Information with Quantitative Techniques: Scaling Methods

3.4.1. Introduction
3.4.2. Concept of Attitude Scales
3.4.3. Thurstone Method

3.4.3.1. Method of Paired Comparisons

3.4.4. Likert Scale
3.4.5. Guttman Scale

3.5. Test Construction Process

3.5.1. Introduction
3.5.2. Item Scaling Process

3.5.2.1. Item Generation Process
3.5.2.2. Information Gathering Process
3.5.2.3. Scaling Process in the Strict Sense

3.5.3. Scale Evaluation Process

3.5.3.1. Item Analysis
3.5.3.2. Scale Dimension
3.5.3.3. Scale Reliability
3.5.3.4. Scale Validity

3.5.4. Subjects' Scores on the Scale

3.6. Analysis of Test Items

3.6.1. Introduction
3.6.2. Classical Test Theory (Spearman, 1904)
3.6.3. Test Reliability
3.6.4. The Concept of Validity
3.6.5. Evidence of Validity

3.7. Reliability of the Instrument

3.7.1. Introduction
3.7.2. Definition of Reliability
3.7.3. Reliability by Test-Retest or Repeatability Method
3.7.4. Reliability by the Alternate or Parallel Shape Method
3.7.5. Reliability Through Internal Consistency Coefficients

3.7.5.1. Kunder-Richardson Coefficient
3.7.5.2. Cronbach's Alpha Coefficient

3.8. Validity of the Instrument

3.8.1. Introduction
3.8.2. Definition of Validity
3.8.3. Validity of the Instruments

3.8.3.1. Immediate Validity
3.8.3.2. Content Validity
3.8.3.3. Construct Validity
3.8.3.4. Contrast Validity

3.8.4. Validity Strategies

3.9. Item Analysis

3.9.1. Introduction
3.9.2. Item Analysis
3.9.3. Difficulty and Validity Indexes
3.9.4. Correction of Random Effects

3.10. Interpretation of Test Scores

3.10.1. Introduction
3.10.2. Interpretation of Scores
3.10.3. Normative Test Scales
3.10.4. Typical Derived Scales
3.10.5. Interpretations Referring to the Criterion

A comprehensive program that will take you through the knowledge you need to compete among the best"