research – Bobbi's Blog

LRNT 622 Theoretical Frameworks: My ‘blueprint’

In seeking the foundation for my research to set my ‘blueprint’, I would like to explore the Social Constructivist Theory (SCT), and possibly the Self-Efficacy Theory.

My research focuses on how feedback builds metacognition, the ability to monitor and direct one’s learning, for online learners. With feedback as a catalyst in the metacognition, the construction of knowledge happens not only as an individual but also with other learners and instructors. With the facilitation of learning, the SCT states that a learner can change their perspective, be collaborative, and ultimately be responsible (Ruey, 2010). Therefore, the SCT provides a lens to discuss how and why feedback cultivates learning.

A possible theory I am interested in and have been since LRNT 522 is self-efficacy. I wonder if SCT brings self-efficacy – is self-efficacy a framework or is it a result? According to Albert Bandura (1977), a person believes that they are capable of completing the task, leading to a change in behavior. The experience of the learner, with the lens of the Self-Efficacy Theory, gains confidence and self-worth due to their learning experience because of situations that engage the learner’s emotional state and modeling of learning and mastery (Bandura, 1977). Feedback is a necessary part of a learning cycle, and feedback can increase the feeling or potential feeling success and higher self-efficacy.

I am excited to dive deeper into SCT. I am wondering if self-efficacy is a framework to consider or is it apart of my research. Thoughts?

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 703-720.

Sharing my Learning! Activity 2- LRNT 622

This last stretch of our program is to solidify our learning and bring new learning to the forefront. I look forward to exploring and understanding better methods for feedback or how to learn better as professionals.

I would like to share my research with other educators to support best practices. I have found that I connect with articles about learning and new perspectives and practices on Twitter to read educations blogs and online publications such as Education Week, Edutopia, or Teachthought Professional Development.

Each of these publications has different parameters to submit an article. From my research, I would have to synthesize my new understandings to an article and seek out each format. Edutopia seeks a new strategy or Aha! moment in the classroom to share with other educators to help get students excited about learning. Whereas to submit an article to Teachthought Professional Development, sharing ideas about innovation in practice requires a researched topic, connected to relevant reading or media.

I will also consider sharing what I have learned at an educator’s conference for professional learning. I am fortunate to be in an area and school that believes and promotes professional growth, and we are afforded many opportunities to attend and present at conferences. My region, Near East South Asia Council of Overseas Schools, NESA, is a large organization to support professional learning overseas. There are four major professional learning conferences in our region; I can submit a proposal and present. As well, there is an innovator’s conference who welcomes educators as professional to share innovate practices in a workshop model conference (ASB Unplugged, American School of Bombay). These are some of the many opportunities in my area.

That is a lot to think about and the prospects to share my learning are hopeful. I will look to share my research as it is an important part of my learning and growth is also to help make an impact on other’s learning, educators and of course, the students.

Research a research question

What makes a good research question is a good question?
First thoughts: it cannot be a yes or no question, and it should be involved, not easily answered or solved.

How to get there?

When considering your topic, think about what you enjoy and interests you, and what you want to explore further. You will spend a lot of time with this topic and question. I think that you would have to enjoy it!

Having strong foundational knowledge on the topic is also important, so you can find gaps and areas of necessities to explore and further examine. The subject of choice should not be too broad or unchartered (yikes), but rather something that has a path to inquire further. In having strong foundational knowledge about your topic, you can see or discover the gaps in other research help guide your particular issue.

Where does your problem exist? Or does it?
Who would be interested in knowing more about your issue?
Who is impacted by it?

Think about the perspective or lens in which you will guide your research and helps you formulate the question.

I hope with critically thinking in the early stages and having foundational knowledge of the chosen topic; the ability to narrow to for a question will be narrowed enough.

Last thought: research your research question – maybe there will be a similar thought or style to use as a mentor or as an example. Always good idea to read and reflect on well-written questions before you start!