Research

Types of Research

Action Research

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In the1940's, Kurt Lewin named the term "Action Research", which is a type of research that utilizes a less formal theory-driven approach. The intent of this approach is to address practical problems in a specific learning environment. This approach dependently validates reproducible findings that guide the actions and develops a method to address academic programs by creating a simple, practical, repeatable process to evaluate and improve the learning process of literature. Therefore, action research is typically focused on solving a specific set of problems. The cycle of action research is selecting a focus, clarifying theories, identifying research question, collecting data, analyzing data, reporting results, and taking informed action (Sagor, 2000).

Traditional Research

Traditional research is considered as the first level of research, which is independent experimental research studies. This type of research starts with a theory, and the purpose of traditional research is to sketch conclusions. Particularly, the concentration is on advancing knowledge in the field. Insights may be generalized to other settings, and hypotheses/research questions derive from more general theoretical propositions. Data analysis is rigorous statistical analysis. In addtion, it uses random or representative samples.

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Action Research vs. Traditional Research

Research Methodology

Quantitative Research Method

Quantitative research is for testing hypotheses and measuring relationships between variables. These results determine if the theory proposed for the research study could be accepted or rejected. Quantitative research is used when a research study needs to confirm or test a theory or a hypothesis.

Qualitative Research Methods

"Qualitative research is multi method in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them." was defined by Denzin and Lincoln (1994, p. 2).

Qualitative research is used when the outcome of the research study is to disseminate knowledge and understand concepts, thoughts, and experiences, which is the process of collecting, analyzing, and interpreting non-numerical data. This type of research focuses on creating ideas and formulating theories or hypotheses.

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Mixed Research Methods

mixed methods strategically integrates or combines rigorous quantitative and qualitative research methods to draw on the strengths of each. Mixed method approaches allow researchers to use a diversity of methods, combining inductive and deductive thinking, and offsetting limitations of exclusively quantitative and qualitative research through a complementary approach that maximizes strengths of each data type and facilitates a more comprehensive understanding.

My Researches in IDT Classes

ETEC6430 Research Report:

Challenges of Differentiating Teaching by Utilizing Instructional Technology in Classroom Settings

The purpose of this study was to investigate the challenges of utilizing instructional technology in differentiated instruction in classroom settings instead of all advantages, which may contribute to having a full view of implementing instructional technology in differentiation realistically. 2 educational organazation’s administrators, 9 middle to high school students, and 5 instructors participated in 3 different surveys. All the data were analyzed quantitatively and qualitatively due to the different categories of the components. There are obstacles and difficulties from each group participant's perspective based on their experience of utilizing instructional technology in differentiated instruction in classrooms.

Li, ETEC6430 Research Report

ETEC 5430 Action research report: Intelligent Instructional Assistant

ETEC 5430 Action research report

Reflection

After taking two major research classes, I learned and practiced my research skills by conducting two different researches. In ETEC 5430, Action Research was introduced fundamentally. Although there are some different models for applying Action Research, the common stages are planning, action, development, and reflection. Each stage has different steps to follow, so I could have the right time frames and structures to form my research. After finishing this class, I felt the most time consuming and difficult stage was identifying a topic in planning stage. On the other hand, I had a hard time to get more participants in the action stage in my ETEC6430 class. Since there was no pay for doing surveys and lacking of social connections, it was difficult to get more school principles to participate in my instructional technology research. I did get enough data, but I wished the data could be in a large scale. The action plan would be more persuasive. All in all, being able to discover significant research questions and to create research studies for coming up with results would help me to have a better understanding and formulate the critical instructional analysis for creating any instructional design products.

Reference

Denzin, N., & Lincoln. Y. (1994). Handbook of Qualitative Research. Thousand Oaks, CA, US: Sage Publications Inc.

Sagor, R. (2010). The action research guidebook: A four-stage process for educators and school teams. Corwin Press.

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