Evaluating the Limits of Technology Integration in Short-Term Research Training: Evidence from an ICSSR-Sponsored Course
Ankita Shukla1 Research Scholar, Department of Education, Central University of Kerala, Kerala, ankita.2301607013@cukerala.ac.in
Geetha C A2 Assistant Professor, Central University of Kerala, Kerala, geetha@cukerala.ac.in
Bhaskar Gurramkonda3 Research Scholar, Department of Education, Central University of Kerala, Kerala, bhaskargurramkonda.2301607012@cukerala.ac.in
Anu C Unni4 Research Scholar, Department of Education, Central University of Kerala, Kerala, anu.2301607008@cukerala.ac.in
Rosna Francis5 Research Scholar, Department of Education, Central University of Kerala, Kerala, rosnafrancis.2301607007@cukerala.ac.in
Abstract
Research training programmes are essential for enhancing methodological competence among early-career scholars, yet the role of technology integration in short-term workshops remains under-explored. This study examines the effectiveness of a technology-integrated, ICSSR-sponsored Research Methodology Course (RMC) by evaluating participants' perceptions of technology usage, ease of use, usefulness, and attitude. Adopting a mixed-methods descriptive survey design, data were collected from 120 research scholars and faculty members using a structured Likert-scale questionnaire and an open-ended reflection. Quantitative analysis using Pearson correlation and multiple linear regression revealed a significant paradox: while participants reported high reliability ( > 0.80) and positive attitudes toward technology, these factors did not significantly influence the perceived effectiveness of the course. The regression model indicated that technology-related variables explained a negligible 1.1% of the variance in course effectiveness ( ). Qualitative thematic analysis provided a critical explanation for these "null" findings, revealing that participants prioritized "human-centric" factors—such as financial security (stipends), residential facilities (meals and accommodation), and academic networking—over software training. Furthermore, a persistent "digital infrastructure gap," characterized by a lack of personal laptops among scholars, hindered the long-term utility of the technology integrated into the workshop. The study concludes that in the context of Indian social science research, technology serves as a "hygiene factor" rather than a primary driver of training success. True effectiveness is shaped by a broader ecosystem of socio-economic support and mentorship. These findings suggest that national funding agencies should move beyond a purely "tech-centric" model to prioritize infrastructure access and sustained financial support for scholars from diverse backgrounds.
Keywords: Research Methodology, ICSSR, Technology Acceptance Model (TAM), Digital Divide, Capacity Building, Social Science Research.
