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Determining the theoretical framework for my applied research project (APR) has been both invigorating and challenging at the same time. As my research question seeks to ask – “In what ways might formative assessments and feedback contribute to the learning experience in skilled trades courses?” – a few theoretical frameworks were appealing to investigate further.
For instance, Albert Bandura’s Self-Efficacy Theory focuses on a learner’s belief in succeeding in accomplishing a specific task (Bandura, 1997). On the other hand, the Self-Determination Theory is interesting because the internal and external factors that drive motivation are paramount (Ryan & Deci, 2017). After considering these two theoretical frameworks, I was reminded that when choosing, I need to know without question that I believe them to be true. At this point, I do not know and can only speculate and make assumptions. Furthermore, I decided during the last synchronous session that I should not use either of these two because they could become part of my research next year. I am unsure, so I have decided to rule them out just in case motivation makes it into my findings.
Therefore, I am circling back to the initial theoretical framework I was drawn to in LRNT 522 – Cognitive Load Theory (CLT). Sweller’s CLT claims that our working memory has a limited capacity; therefore, overloading memory will hinder learning (Lovell, 2020). In turn, when designing instructional resources such as formative assessments and feedback, I believe they should be designed to minimize unnecessary cognitive load in order to facilitate the transfer of knowledge to long-term memory. This decision to choose CLT seems like the right theoretical framework as I understand the importance of ensuring students are not under or over-assessed for successful learning.
My question to everyone – Do you have other suggestions for a theoretical framework? Please share feedback on where I am headed on this theoretical journey. Thanks, ~Marni!
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Lovell, O. (2020). Cognitive load theory in action. John Catt Educational Ltd.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
Matt
Interesting research question Marni. I’m not trying to split hairs but wouldn’t it be more accurate to ask “how do formative assessments and feedback contribute to student learning in a skilled trade course?” If that’s the case then it depends on how you measure learning… Is it knowledge retention? Practical skill application? Problem-solving abilities? Long-term professional competence? Regardless, CLT is an appropriate choice, but you may want to consider these as well (copied from Google):
Expertise Development Theory (Dreyfus & Dreyfus) also known as the “Dreyfus Model of Skill Acquisition,” describes five distinct stages a person progresses through when acquiring a new skill: Novice, Advanced Beginner, Competent, Proficient, and Expert; with a potential sixth stage, “Mastery,” for individuals with exceptional talent and motivation.
Transfer of Learning Theory (Thorndike & Woodworth) states that the amount of information that can be transferred from one situation to another is determined by the similarity between the two situations.
Transformative Learning Theory (Mezirow) is a theory of learning that explains how people process new information and change their worldview.
Deborah Zornes
Excellent work on the theoretical frameworks Marni and good comments and ideas from Matt. I think any of the TFs you’ve identified would work – the task now is to determine which you feel is best background foundational piece. The others can become part of the lit review for the proposal if you see them related to the topic of research, and it may be that there’s an aspect of one or more of them that could be incorporated into a sub question if there is something that you want to explore or understand further.
Really good work
Marni Russell
Thank you, Deb and Matt, for your insights. I keep circling back to the Cognitive Load Theory (CLT) after each time I review a new theoretical framework. This exploration helped me confirm my initial thoughts about CLT.
Jessica
Hi Marni,
Thank you for breaking down CLT from your perspective, and explaining your rational on it’s use for your APR.
I have often wondered during certain classes we facilitate within my organization how much of the information is truly ingested, and how much is like trying to drink from a firehose. I feel like it’s a fine line – deciding what information is unnecessary, what is ‘nice to have’ vs. ‘need to have’… when the learning revolves around legalities or safety if can keep me up at night!
Perhaps the answer is smaller bite sized pieces. This is a hard sell in itself as it’s a long drown out process vs. a tidy ‘all in one sitting’, as time is not a luxury many of us have.
Where do you draw the line regarding over or under assessing, what is the criteria you use?
Marni Russell
Thanks for your post, Jessica! I’m going to send you a CLT video that I was proud to create in LRNT522, which is embedded in the Team Quality Prezi. This CLT video explains the best practices for design. Please reach out with any questions. Talk soon, ~M