Research

Action Research:

Is defined as "any systematic inquiry" that educators conduct in order to gather information about how their particular class, program, or school is doing and how their students are learning (Mills, 2011). This way they can find out if there is any existing educational problem out there, and make informed decisions to improve the quality of their instruction.

Mertler (2016) identifies 4 main stages of Action Research with each stage consisting of specific steps;

PLANNING STAGE

Identify and limit the topic > Gather information > Review related literature > Develop a research plan

ACTING STAGE

Collect the Data > Analyze the Data

DEVELOPING STAGE

Develop an Action Plan

REFLECTING STAGE

Share the Results

Traditional Research

Unlike action research, traditional research is conducted by researchers who are not in the field that they are carrying out the research for. They are separated from the classroom, and their work is based more on a theory, and more related to the typical “scientific method” process. In this type of research, there is no immediate problem to solve. John Dewey describes it in the following steps although not every researcher follows these steps exactly (Mertler, 2016);

- Clarify the main question inherent in the problem

- State a hypothesis

- Collect, analyze, and interpret information

- Form conclusions

- Use the conclusions to reject or verify the hypothesis

A Comparison of Action Research and Traditional Research

ACTION RESEARCH TRADITIONAL RESEARCH

Inquiry into one's own practice Inquiry into what others do

Ongoing, cyclical process Linear process

Personal connections to the subjects No personal connections to the subject

Sampling is not random Sampling is random

Practical significance Statistical significance

Positive educational changes at a specific setting Conclusions can be generalized to larger populations

Quantitative, Qualitative and Mixed Methods in Research

Quantitative (Numerical) This method of research deals with numerical, measurable data to generalize the results to a larger population. Data collection methods include closed-ended question techniques such as test scores, surveys, questionnaires, polls, opinion ratings , and attitude scales. The data collected through these methods can be analyzed statistically (Mertler, 2016). It's an efficient way of gathering information, but doesn't explain the question of "why".

Qualitative (Narrative) Qualitative method of research deals with open-ended and narrative data that enables the researcher to see relationships between and patterns of responses and behaviors in order to make conclusions. Data collection methods include journal entries, interviews, observations, case studies, focus groups and story-telling. In this method, the data cannot be expressed as a number, rather it is grouped into categories and trends. Contextual information is gathered and the reasons of a phenomena can be explained, but this method could be time consuming.

Mixed: This research method uses both quantitative and qualitative methods to provide a better understanding of a research problem. It capitalizes on the strengths of each and most closely aligned to action research. Qualitative method would be implemented to help provide context for the quantitative results that needs further explanation. Data collection instruments can be a mix of tests, surveys, interviews, and observations.

Sample Work: ETEC 543

ETEC 543 - Annotated Bibliography.pdf

ETEC 543 - Technology in Higher Education including MOOCs.pdf

ETEC 543 - Presentation.pptx

ETEC 543 - Annotated Bibliography

ETEC 543 - Final Research Paper

ETEC 543 - Presentation

Sample Work: ETEC 643

Research Proposal.docx

Integration of Technology in Education.pdf

Integration of Technology in Education.pptx

ETEC 643 - Research Proposal

ETEC 643 - Final Research Paper

ETEC 643 - Presentation

Reflection:

I have had the experience of writing a research paper that was focused on the the intorduction of MOOCs and their effectiveness and challenges. This was a good exercise as it helped me in finding about the material, evaluating it and then using it to my use. Then the same material helped me in thinking of my own method that could help in improving the use of MOOCs in ways where they align with the course outcomes so that their usefulness is more than before.

References:McMillan, J.H. (2016). Fundamentals of educational research (7th ed.). Boston, MA: Pearson. Mertler, C. A. (2016). Action research: Improving schools and empowering educators (Fifth edition.). Thousand Oaks, California: SAGE Publications.Mills, G.E. (2011). Action research: A guide for the teacher researcher (4th ed.). Boston: Pearson.

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