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Definition of Research
Research is a disciplinary inquiry and systematic process of gathering, analyzing, interpreting, and reporting information to verify that a knowledge claim is reasonable to a specific question/problem (McMillan, 2016). Research contributes positively to the knowledge and practice of education, teaching, and learning.
Traditional Research
Traditional Research is theory heavy and emphasizes knowledge for the field as the purpose and the researcher is likely to be the observer as the external "expert"(Bronack, 2026). This kind of research aims for universal laws and generalized results that are representative, which means that the sample for research is characterized by being large, random, and representative (Bronack, 2026).
Action Research
Action Research is a process of inquiry conducted by and for those who want to solve a specific problem/issue or to improve practice (Bronack, 2026).
The purpose of action research is knowledge for the context; therefore practice is emphasized over theory (Bronack, 2026). This kind of research aims for specific solutions with the researcher often acting as an internal practitioner and part of the participant sample, which is typically local, intentional, and contextual (Bronack, 2026).
Action research is a cyclical journey of planning, acting, developing, reflecting, and revising.
Research Methods
Quantitative 📈
Qualitative 💬
Mixed Methods ⚖️
The quantitative method tests objective theories by examining the relationship among variables (Creswell & Creswell 2018).
It is a means for the exploration and understanding of any social or human problem through individual or group study (Creswell & Creswell 2018).
Mixed methods is a combination of quantitative and qualitative research designs that attempt to better answer research questions and understand information (Creswell & Creswell 2018; McMillan, 2016).
Quantitative
It can be non-experimental relying on descriptive, comparative, correlational, causal-comparative, or ex post facto ways; which means that the study can only describe and uncover relationships between factors (McMillan, 2016).
It can also be experimental where there is control over interventions in the study that may influence the participants' behavior (McMillan, 2016). Some examples are true experimental, quasi-experimental and single subject design.
Qualitative
Multiple methods of data collection such as observations, interviews, and analyses of documents as well as reports are used in this type of subjective research (McMillan, 2016).
Narrative research, Case studies, ethnography, grounded theory, phenomenology, and critical studies are examples of qualitative research.
The qualitative method is common in education and the social, behavioral, and health science fields.
Mixed Methods
This method allows one approach to strengthen the other by addressing its weakness (McMillan, 2016).
Some examples of mixed methods designs are: Sequential exploratory, sequential explanatory, and convergent.
This is my preferred method because it allows a more comprehensive understanding of complex issues.
Artifact 1:
The research paper from ETEC 5430: Inquiry of Instructional Technology and Learning I showcase my capability to explore and examine literature content, as well as my ability to address the gap regarding a particular instructional strategy/approach and offer effective methods for implementing and improving the gap. The mixed methods research design was used in this paper to examine whether job aids such as infographics can contribute to a more effective training experience and help reduce cognitive overload during work performance.
Artifact 2:
My action research proposal for ETEC 6430: Inquiry of Instructional Technology and Learning II demonstrates my ability to conduct action research and address an inquiry to improve practice. As a researcher and internal practitioner who was also part of the participant sample, I identified the problem, took action, developed a plan, implemented targeted interventions, evaluated their impact, and revised the plan for future implementation. This action research helped me identify and implement strategies to strengthen student engagement during online tutoring at the CSUSB Writing Center.
Reflection
Reflection
My research skills were greatly expanded with this class. I developed my personal research philosophy statement after learning about research foundations and theoretical frameworks.
ETEC 5430 introduced me to Zotero and I have been using it to collect and organize resources, data, and files for my current and future research.
I learned various methods to analyze and use literature, conduct data analysis, as well as create a consent form for my research.
For my project, I was able to put on my researcher hat and conduct an inquiry on the effectiveness of visual tools to prevent cognitive load and improve training experience and satisfaction.
I also increased my knowledge about learning theories, research methods, research paradigms, types of research, data collection tools and techniques, research ethics, presenting and communicating research, survey research, as well as integrating qualitative, quantitative, or mixed methods data into research.
ETEC 5430 & 6430 introduced me to different research and perspectives regarding the field of instructional design and technology. My take away from this is that research is an integral part of being an effective instructional designer.
References
References
Bronack, S. (2026, January 21). Module 1: Summary & Review: Foundations of Educational Research [Google Docs]. ETEC 6430: Research in Instructional Design & Technology II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, March 03). Module 4: Mixed Methods Research Summary [Google Docs]. ETEC 6430: Research in Instructional Design & Technology II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, March 03). Research Proposal Worksheet [Google Docs]. ETEC 6430: Research in Instructional Design & Technology II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, March 4). Module 4.18: Action Research [Google Slides]. ETEC 6430: Research in Instructional Design & Technology II, California State University, San Bernardino. Google Classroom.
Creswell, J. W., & Creswell, K. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.) https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf
McMillan, J. H. (2016). Fundamentals of educational research (7th ed.). Boston, MA: Pearson. ISBN-13: 978-0133579161
Stringer, E. T. (1999). Action Research. Sage Publications, Inc.
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