{"id":402,"date":"2024-11-24T12:21:33","date_gmt":"2024-11-24T20:21:33","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0286\/?p=402"},"modified":"2024-11-24T12:25:15","modified_gmt":"2024-11-24T20:25:15","slug":"exploring-theoretical-frameworks-in-lrnt622","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0286\/exploring-theoretical-frameworks-in-lrnt622\/","title":{"rendered":"Exploring Theoretical Frameworks in LRNT622"},"content":{"rendered":"\n
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Image from Canva<\/em><\/p>\n\n\n

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 – \u201cIn what ways might formative assessments and feedback contribute to the learning experience in skilled trades courses?\u201d – a few theoretical frameworks were appealing to investigate further.<\/p>\n

For instance, Albert Bandura\u2019s Self-Efficacy Theory focuses on a learner\u2019s 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.<\/p>\n

Therefore, I am circling back to the initial theoretical framework I was drawn to in LRNT 522 – Cognitive Load Theory (CLT). Sweller\u2019s 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.<\/p>\n

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!<\/p>\n

References<\/strong><\/p>\n

Bandura, A. (1997). Self-efficacy: The exercise of control<\/em>. W. H. Freeman and Company.<\/p>\n

Lovell, O. (2020). Cognitive load theory in action<\/em>. John Catt Educational Ltd.<\/p>\n

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness<\/em>. The Guilford Press.<\/p>","protected":false},"excerpt":{"rendered":"

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