{"id":342,"date":"2021-11-28T20:07:08","date_gmt":"2021-11-29T04:07:08","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/?p=342"},"modified":"2021-11-28T20:07:40","modified_gmt":"2021-11-29T04:07:40","slug":"theoretical-frameworks-unit3act1","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/theoretical-frameworks-unit3act1\/","title":{"rendered":"Theoretical Frameworks (Unit3,Act1)"},"content":{"rendered":"

I am going to repost my research question:<\/span><\/p>\n

“How might the transition to online learning impact post-secondary ESL students?”<\/strong><\/p>\n

and Sub Questions so that my framework ideas make more sense.<\/p>\n

1)What barriers and challenges do ESL students face in the transition to online learning?<\/strong>
\nI want to focus on anxiety around studying in a foreign language and participating in online discussions ( I am more interested in the synchronous video, but should probably look at text-based communication as well?). There are two frameworks that could be useful here.
\n– Constructivism and social learning. I found an interesting book by Pritchard & Woollard (2013) that looks at online learning through this framework. There are also plenty of research papers on it.
\n– Psychoanalytic theory. I want to understand anxiety better.\u00a0 Mathew (2018) specifically explores anxiety in online learning through the lens of psychoanalytic theory in his book “Fragile learning: The influence of anxiety”. It looks promising and very interesting. Psychoanalysis is somewhat removed from the study of online education but I still wonder if I can find more papers about it. I am still in the brainstorming phase.<\/p>\n

2)What is the role of cultural differences in online learning?<\/strong>
\nI wonder if I can start looking at cultural dimensions (Hofstede, 2011) first and then explore which ones might play a role in online learning.\u00a0 The model contains six dimensions of national cultures: Power Distance, Uncertainty Avoidance, Individualism\/Collectivism, Masculinity\/Femininity, Long\/Short Term Orientation, and Indulgence\/Restraint. (p.8).<\/p>\n

3)What strategies might be used to address the barriers and challenges that ESL students face in the transition to online learning?
\n<\/strong>I am not sure what framework to look at here. I might even drop this sub-question if I don’t find anything concrete.
\n————–<\/p>\n

I am now realizing that none of my suggested frameworks address the main research question directly. They are mostly useful for subquestions. That probably means that I either need to connect all my frameworks (and subquestions) together in order to answer the main question OR I need to narrow down my main research question.\u00a0 To be honest, I am not that interested in any other barriers and challenges of ESL students besides language anxiety (in an online learning environment). But if I narrow down my research question to that, I might run into the problem of not having enough literature on this topic…<\/p>\n

References<\/h3>\n

Hofstede,\u00a0G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture<\/em>, 2<\/em>(1). https:\/\/doi.org\/10.9707\/2307-0919.1014<\/a><\/p>\n

Mathew,\u00a0D. (2018). Fragile learning: The influence of anxiety<\/em>. Routledge.<\/p>\n

Pritchard,\u00a0A., & Woollard,\u00a0J. (2013). Psychology for the classroom: Constructivism and social learning<\/em>. Routledge.<\/p>\n","protected":false},"excerpt":{"rendered":"

I am going to repost my research question: “How might the transition to online learning impact post-secondary ESL students?” and Sub Questions so that my framework ideas make more sense. 1)What barriers and challenges do ESL students face in the transition to online learning? I want to focus on anxiety around studying in a foreign… Continue reading Theoretical Frameworks (Unit3,Act1)<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":171,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-342","post","type-post","status-publish","format-standard","hentry","category-lrnt622"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/posts\/342","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/users\/171"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/comments?post=342"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/posts\/342\/revisions"}],"predecessor-version":[{"id":344,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/posts\/342\/revisions\/344"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/media?parent=342"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/categories?post=342"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/wp-json\/wp\/v2\/tags?post=342"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}