{"id":359,"date":"2018-12-02T17:26:44","date_gmt":"2018-12-03T01:26:44","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/?p=359"},"modified":"2018-12-02T17:26:44","modified_gmt":"2018-12-03T01:26:44","slug":"activity-1-theoretical-frameworks","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/activity-1-theoretical-frameworks\/","title":{"rendered":"Activity 1: Theoretical Frameworks"},"content":{"rendered":"

For my research paper there are two theoretical frameworks that interest me and that I think could help guide me in answering my research question. First, the question that I seek to answer is:\u00a0In what ways might blended or hybrid continuing education courses for adults in secondary school be designed to contribute to self-efficacy and student satisfaction?<\/strong><\/p>\n

The theoretical frameworks that I would like to explore further are adult learning theory and self-efficacy theory. These theories tackle the two aspects of my question with adult learning theory describing how adult learners learn differently from child learners (Knowles, 1973) and self-efficacy theory which notes the significance of self-confidence with regards to the completion of tasks (Bandura, 1994).<\/p>\n

Adult learning theory has been very familiar for me in my work surrounding adult learners. Knowles (1984) made five assumptions for adult learners: 1) more self-directed, 2) coming from a place of experience, 3) more willing to learn once relevance has been determined, 4) learn better by “doing”, and 5) more intrinsically motivated to learn. Starting from these points, I could start an inquiry on what can be appropriate design for adult learners in a blended learning environment.<\/p>\n

Self-efficacy theory is a bit more newer to me, but a theory that I find important as I feel that for students to do well, their own self-perception or confidence can have a major impact on outcomes. Bandura (1994) notes that these beliefs on one’s ability can affect\u00a0cognitive, motivational, affective and selection processes which will invariably alter the learning experience.<\/p>\n

Ideally I’d like to incorporate both these theories into my research, but I’m still contemplating the proper mix or if I can just utilize certain elements as a conceptual framework. Reading through Grant and Osanloo (2014), I think I have an idea of what the difference between a theoretical framework vs. a conceptual framework is, but breaking down a real example is a bit more difficult…<\/p>\n

Any thoughts\/comments would be greatly appreciated.<\/p>\n

 <\/p>\n

References<\/p>\n

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human<\/em>
\nbehavior<\/em> (Vol. 4, pp. 71-81). New York: Academic Press.<\/p>\n

Grant, C., and Osanloo, A. (2014).\u00a0<\/span>Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for you ‘house’<\/span>.\u00a0Administrative Issues Journal: Connecting Education, Practice, and Research.\u00a0<\/em>DOI: 10.5929\/2014.4.2.9.\u00a0<\/span><\/p>\n

Knowles, M. S. (1973). The adult learner: A neglected species<\/em>. Houston, TX: Gulf.<\/p>\n

Knowles, M. S. (1984).\u00a0Andragogy in action: Applying modern principles of adult education<\/em>.\u00a0San Francisco, CA: Jossey-Bass.<\/p>\n","protected":false},"excerpt":{"rendered":"

For my research paper there are two theoretical frameworks that interest me and that I think could help guide me in answering my research question. First, the question that I seek to answer is:\u00a0In what ways might blended or hybrid continuing education courses for adults in secondary school be designed to contribute to self-efficacy and… Continue reading Activity 1: Theoretical Frameworks<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":48,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-359","post","type-post","status-publish","format-standard","hentry","category-lrnt622"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/posts\/359","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/users\/48"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/comments?post=359"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/posts\/359\/revisions"}],"predecessor-version":[{"id":360,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/posts\/359\/revisions\/360"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/media?parent=359"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/categories?post=359"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0007\/wp-json\/wp\/v2\/tags?post=359"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}