AECT 5: Research

Description

This action research proposal was submitted and planned in accordance with the procedures and guidelines of River Bend Station. It focuses on determining if and how altering the size and frequency of formative assessments would impact performance on the end of course comprehensive exam and on if and how the change would impact student perceptions.

The research proposal included a review of available literature associated with blended learning strategies, which identified that effective use of segmenting would likely improve student transfer scores. The intent of the intervention was to clearly segment the administative and fundamentals topics by increasing the frequency and reducing the scope of formative assessments within the course, and then observe the effects.

Rationale

This artifact utilizes formal inquiry strategies in evaluating processes utilized for training at RBS. It establishes a theoretical basis and seeks to apply research methodologies to enhance practice and learning outcomes.

Description

In this review of the literature, strategies for the incorporation of blended learning into adult L&D were evaluated. It was determined that there was clear evidence that certain general practices and strategies tended to provide improved learning outcomes when implementing blended learning. Such practices included leveraging self-regulated learning strategies and incorporating an initial face-to-face kickoff meeting at the start of a blended learning course.

Rationale

The artifact applies research methodologies to address problems and enhance practice at my workplace. The document demonstrates my ability to identify foundational knowledge and apply existing research on educational communications and technology.

Description

This research paper was intended to address the challenge of improving instructor resource utilization at River Bend Station concerning required initial training on plant systems for maintenance technicians. The research was based on recent experience with transitioning courses at RBS from in-person to computer-based format, and the challenges that have been experienced with the quality of the end-products.

The theoretical lens used for this research paper was Richard Mayer's Cognitive Theory of Multimedia Learning, and it was determined that current practice did not incorporate many of the 'best practices' that have been derived from Mayer's work.

Ultimately, the paper resulted in several research-based recommendations as "best practices" to follow when re-designing the plant systems course for maintenance technicians.

Rationale

This artifact demonstrates a foundational knowledge of the contribution of research to current educational problems. It applies research methodologies to address existing problems at my workplace and applies formal inquiry strategies to assess and evaluate resources for learning and performance.