{"id":335,"date":"2019-12-01T14:45:37","date_gmt":"2019-12-01T22:45:37","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/?p=335"},"modified":"2019-12-01T14:47:31","modified_gmt":"2019-12-01T22:47:31","slug":"exploring-two-theoretical-frameworks","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/exploring-two-theoretical-frameworks\/","title":{"rendered":"Exploring two theoretical frameworks"},"content":{"rendered":"<p><span style=\"font-weight: 400\">For my applied research project, my current question is how might the implementation of a Community of Inquiry framework impact a self-paced high-school online course? This is supported by four sub questions: \u00b7<\/span><span style=\"font-weight: 400\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0\u00a0<\/span><span style=\"font-weight: 400\">How might teaching methods be used differently to establish and nourish the three COI presences?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0<\/span><span style=\"font-weight: 400\">How might the self-paced, asynchronous nature alter the COI framework?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0<\/span><span style=\"font-weight: 400\">How might the establishment of a COI impact the emotions of a student?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0<\/span><span style=\"font-weight: 400\">How might the varied age of learners influence the COI?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">There are two theoretical frameworks that I am currently interested in researching more about.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The first framework is Mobile Learning Theory.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Due to my research being based on an online distributed learning environment, using mobile learning theory as my theoretical framework seems like it would be a good fit. Mobile learning can happen anywhere and at any time and can be broken up into three complexities: pedagogy, infrastructure, and communication (Franklin, 2011). Koole (2011) discusses how mobile learning is described by \u201cthe convergence of mobile technologies, human learning capacities, and social interaction\u201d (pg. 25). Both of these definitions have similarities with a Community of Inquiry, and the three presences it is built around. Furthermore, by using this framework, I am already differentiating how my learning environment differs from that of a traditional classroom.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The second theoretical framework I am interested in exploring is Self-Efficacy Theory.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Self-efficacy is described as one\u2019s perceived belief on whether they can be successful on a given task (Bandura, 1977). One\u2019s self efficacy is related to their personal experiences, second hand experience, social persuasion, and physiological and emotional factors ( Bandura, 1977). Due to my students having varied experiences, and motivators for signing up for my courses, understanding self-efficacy and its impacts on learning will be helpful in understanding how different teaching methods could be tailored towards students. I am especially interested in the social persuasion, and physiological and emotional factors, as I feel they relate more to my research questions.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">As I continue to read more into these frameworks, I can see how they would relate to my research. I am just not sure if using two frameworks is wise? Having read my questions, is there another framework you think I should check out instead of one of these?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Thanks,\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Amanda<\/span><\/p>\n<p><span style=\"font-weight: 400\">Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. <\/span><i><span style=\"font-weight: 400\">Psychological Review<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">84<\/span><\/i><span style=\"font-weight: 400\">(2), 191-215. doi:10.1037\/0033-295X.84.2.191<\/span><\/p>\n<p><span style=\"font-weight: 400\">Franklin, T. (2011). MOBILE LEARNING: AT THE TIPPING POINT. The Turkish Online Journal of Educational Technology Copyright\u00a0 The Turkish Online Journal of Educational Technology, 10(261). Retrieved from <\/span><a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ946635.pdf\"><span style=\"font-weight: 400\">https:\/\/files.eric.ed.gov\/fulltext\/EJ946635.pdf<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Koole, M. L. (2009). <\/span><a href=\"https:\/\/auspace.athabascau.ca\/handle\/2149\/2016\"><b>Chapter 2: A model for framing mobile learning<\/b><\/a><span style=\"font-weight: 400\">. In M. Ally (Ed.), <\/span><i><span style=\"font-weight: 400\">Mobile learning: Transforming the delivery of education and training<\/span><\/i><span style=\"font-weight: 400\">, (pp. 25\u201347). Edmonton, AB: AU Press<\/span><\/p>\n<figure id=\"attachment_336\" aria-describedby=\"caption-attachment-336\" style=\"width: 300px\" class=\"wp-caption alignnone\"><img decoding=\"async\" class=\"size-medium wp-image-336 lazyload\" data-src=\"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-content\/uploads\/sites\/94\/2019\/12\/9119207906_64a2c03216_o-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" data-srcset=\"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-content\/uploads\/sites\/94\/2019\/12\/9119207906_64a2c03216_o-300x225.jpg 300w, https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-content\/uploads\/sites\/94\/2019\/12\/9119207906_64a2c03216_o-768x576.jpg 768w, https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-content\/uploads\/sites\/94\/2019\/12\/9119207906_64a2c03216_o-1024x768.jpg 1024w, https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-content\/uploads\/sites\/94\/2019\/12\/9119207906_64a2c03216_o-1200x900.jpg 1200w, https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-content\/uploads\/sites\/94\/2019\/12\/9119207906_64a2c03216_o.jpg 1600w\" data-sizes=\"(max-width: 300px) 85vw, 300px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 300px; --smush-placeholder-aspect-ratio: 300\/225;\" \/><figcaption id=\"caption-attachment-336\" class=\"wp-caption-text\">Gallagher, M. S. (September 20, 2010). Mobile learning illustration [image]. Retrieved from https:\/\/flic.kr\/p\/eTQjNw Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0)<\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>For my applied research project, my current question is how might the implementation of a Community of Inquiry framework impact a self-paced high-school online course? This is supported by four sub questions: \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0How might teaching methods be used differently to establish and nourish the three COI presences? \u00a0How might the self-paced, asynchronous nature alter &hellip; <a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0052\/exploring-two-theoretical-frameworks\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Exploring two theoretical frameworks&#8221;<\/span><\/a><\/p>\n","protected":false},"author":94,"featured_media":336,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-335","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt622"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/posts\/335","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/users\/94"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/comments?post=335"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/posts\/335\/revisions"}],"predecessor-version":[{"id":337,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/posts\/335\/revisions\/337"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/media\/336"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/media?parent=335"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/categories?post=335"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/wp-json\/wp\/v2\/tags?post=335"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}