Traditional research is a scientific form of inquiry in which researchers or practitioners seek to investigate naturally occurring phenomena. Specifically, this kind of research aims to test hypotheses or identify patterns, placing emphasis on generalizations beyond research contexts.
Action research is a scientific form of inquiry in which researchers or practitioners aim to implement actionable changes into daily practice. Specifically, this research adopts an iterative and cyclical approach, utilizing findings to inform context specific improvements, guided by diverse perspectives to facilitate professional reflection.
In the field of academic research, there are three established methodologies: quantitative, qualitative, and mixed methods research.
Quantitative research involves the systematic collection and analysis of numerical data and statistical information. Its primary goal is to empirically test hypotheses and assess potential relationships among examined variables. Common data collection techniques include surveys and controlled experiments. Analytical procedures typically involve descriptive statistics to summarize data and inferential statistics, such as t-tests, ANOVA, and regression analysis, to evaluate relationships. The design of quantitative studies can take the form of experimental designs, correlational designs, quasi-experimental designs, etc. The quantitative approach is considered to be a objective and a deductive process, aligning most with post-positivist epistemology.
Qualitative research focuses on exploring individual experiences in depth rather than relying solely on numerical data. Common data collection techniques include interviews, observations, and other verbal or visual documentation such as diaries and transcripts. Data analysis typically involves systematic procedures such as coding to identify and organize emerging themes. Qualitative research may incorporate designs tailored to the research question and context, such as case studies, ethnographies, or phenomenology. This methodology is inherently subjective and inductive, aligning closely with constructivist epistemology.
Mixed methods research integrates both quantitative and qualitative methodologies, offering a more comprehensive and triangulated understanding of a particular phenomena. Effectively combining these methodologies addresses many complex research problems. Mixed methods research may involve simultaneously collecting both quantitative and qualitative data to provide complimentary insights, gathering qualitative data after quantitative data to provide contextualized interpretation, or obtaining quantitative data following qualitative data to investigate a novel phenomenon lacking established theory.
This research proposal aims to investigate the potential impact of innovative instructional approaches, with a particular focus on simulations, on long-term learning transfer utilizing quantitative methodology. Specifically, this research seeks to examine how learning transfer could evolve and vary over time following graduation among groups of kinesiology undergraduate students who have experienced either stimulation-based instruction and traditional instruction. Implementation of a virtual reality (VR) tool within a biomechanics course was proposed for students who underwent the stimulation-based instruction. This research proposed an experimental approach, with a repeated measures design. Anticipated results may offer insights for academic institutions regarding long-term learning transfer into professional careers, highlighting how innovative methods, like simulations, may enhance learning and improve effective knowledge transfer to the workplace.
This research study employed a qualitative methodology to examine how, when, and why video viewing behaviors occur when students view educational video content. Additionally, the study was conducted using a deductive approach in which the cognitive load framework served as the theoretical foundation that informed both the research design and the analysis. A total of 10 students from two universities, CSULA and CPP, participated in the study. The study was distributed through a Google Forms survey where consenting participants answered demographic questions, watched and engaged with an educational video, and responded to Likert scale and free response questions. A codebook, grounded on cognitive load theory, was developed in advance to help facilitate the organization of the collected qualitative data and to support the analysis process. Four key themes emerged as a result of thematic analysis. Discussion of the theoretical and practical implications was also included.
I entered the instructional design program with prior research experience that I gained during my undergraduate studies. At CSUSB, I volunteered to be part of a research team and most of my responsibilities included developing research questions, writing and editing research proposals, and constructing research posters. While I did not collect data or conduct analysis during that time, this experience helped me gain a strong curiosity of the research process.
After completing the 5430 and 6430 courses, I realized that research involved more than just curiosity. It involves rigor, transparency, integrity, and validity to create meaningful and impactful change. This is particularly important in the field of instructional design as learning environments are continuously evolving. For instance, when I proposed my research on simulation-based instruction, I wanted to be attentive to how this type of intervention could have a lasting impact from the educational to the professional landscape. For my research on video viewing behaviors, I aimed to understand why specific behaviors occur in an evolving digital environment. In other words, I've learned that research must remain relevant to effectively understand our ever changing environments. As I transition to the field of instructional design, I aim to employ the appropriate methodologies, with inclusive and evidence-based approaches, to the appropriate research problems.
Bronack, S. (2026, January 20). Module 2.8: Experimental Designs [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, January 21). Module 1: Summary & Review: Foundations of Educational Research [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, January 27). Module 2.9: Correlational Research [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, February 03). Module 2.10: Inferential Statistics [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, February 10). Module 3.13: Case Study Research [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, February 17). Module 3.14: Ethnographic Research [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, February 24). Module 3.15: Qualitative Data Analysis [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, March 03). Module 4: Mixed Methods Research Summary [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, March 04). Module 4.18: Action Research [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications.