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Theoretical Framework
Theoretical Framework
Research Type
Research Type
References
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: Sage.
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Research Methodology
Research Methodology
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MIXED METHODS
Is a combination of both quantitative and qualitative approaches to provide a more comprehensive understanding of research problems.
References
McMillan, J. H. (2022). Fundamentals of educational research (8th ed.). Boston, MA: Pearson.
Research Examples
Research Examples
Flipping the Silence: Enhancing Japanese Students’ Speaking Confidence in Italian Through a Culturally Sensitive Flipped Classroom Model
This action research examines how a flipped classroom approach improved Japanese students' confidence and performance in speaking Italian.
Conducted over three weeks with ten students in an online course in Venice, the study addressed cultural factors like fear of mistakes and preference for teacher-led instruction. By preparing content before class and focusing on speaking during sessions, students reported reduced anxiety and greater readiness.
Surprisingly, they preferred instructor feedback over peer input, highlighting cultural nuances in learning preferences. Despite the small sample, results support the flipped model as a culturally sensitive strategy for enhancing language speaking skills.
Modality Matters: Examining the Impact of Online vs. In-Person Professional Development on UDL Implementation in Higher Education
This research proposal investigates how the format of professional development (online asynchronous or in-person) affects faculty implementation of Universal Design for Learning (UDL) at Cal Poly San Luis Obispo.
Using a mixed-methods design, it will analyze survey data, classroom observations, and interviews from faculty trained in either modality.
The study anticipates that both formats will support UDL adoption, with in-person training encouraging collaboration and online training allowing for flexible learning. Findings aim to guide institutions in selecting effective training modalities to promote inclusive teaching practices in higher education.
Reflection
Reflection
Through my recent research projects in instructional design, I have gained a deeper appreciation for the intersection of pedagogy, culture, and technology in shaping effective learning environments. Investigating the flipped classroom's impact on Japanese students’ speaking confidence revealed how cultural context and learner psychology influence instructional outcomes, an insight that will guide me to design more culturally responsive learning interventions. Meanwhile, my proposal exploring online versus in-person professional development for UDL implementation underscored the importance of aligning training modalities with learners' needs and delivery formats.
These experiences have sharpened my research design skills, particularly in applying mixed-methods approaches and triangulating data to validate instructional strategies. As I move forward in my career, I will draw on this foundation to design inclusive, evidence-based learning experiences that respect learner variability and institutional realities. Whether working with language learners or faculty in STEM, my goal is to develop adaptive instructional solutions that support both accessibility and long-term pedagogical change.
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