EDDFPX8040_Assessment_2

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Capella University *

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8040

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Communications

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Jan 9, 2024

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docx

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8

Uploaded by MateGoldfinchMaster787

1 Quantitative Research Study Report School of Public Service and Education, Capella University EDD-FPX8040: Research Design for Practitioners November 10, 2023
2 Introduction Flipped learning is an instructional strategy that aims to engage students to interact with instructional content outside and before class meetings to optimize the use of class time for more in-depth learning. In a quasi-experimental study, Chen et al. (2019) incorporated a reflective thinking-promoting approach in a flipped Digital Learning course in a Master’s program at a university. This study aimed to address four research questions to assess the effectiveness of incorporating the reflective thinking-promoting approach in students’ learning design performance, engagement level, reflective thinking, and participation. In comparing the experimental results between the control and experiment groups, the findings showed that the reflective thinking-promoting approach presented a positive impact on student’s learning performance and reflective thinking. Research Theory Framework Chen et al.’s quasi-experimental study adopted a set of interconnected frameworks based on research in flipped learning, active learning and engagement with technology, and reflective thinking. Flipped learning inverts traditional instructor-led lectures by scaffolding students to engage in reviewing course content outside and before class meetings that prepare them for meaningful and interactive in-class learning. The pre-class activities in the flipped learning model foster student-centered learning and high-level critical thinking skills when students participate in interactive and collaborative class activities. Another framework that played a role in this study is students’ motivation-driven active learning (Peng et al., 2017, as cited in Chen et al., 2019) in which students’ willingness and interest in achieving their goals drive them to stay focused in their learning process and participate in coursework (Ainley & Ainley, 2011; Shernoff & Csikszentmihalyi, 2009, as cited in Chen et al., 2019). To facilitate flipped learning, the
3 technology-enhanced learning management system allows students the flexibility to interact with course materials at a time and location of their choice. Lastly, the incorporation of the reflective thinking-promoting approach served as an integral theoretical framework in the study as Chen et al. (2019) aimed to evaluate if the guidance of the reflective thinking-promoting approach involving “watch-annotate, summarize-question, discuss-give feedback and reflect-project” (Rath, 2014, as cited in Chen et al.’s 2019, pp. 2293) improves student learning outcomes and participation. 1. What were the key concepts of the research framework that supported the development of the research questions? The frameworks of flipped learning, active learning, and reflective thinking-promoting approach have their individual merits in enhancing students’ learning experience and outcomes with the assumption that students complete the flipped assignments before class time, participate proactively, and exercise reflective thinking. These frameworks when synthesized can be catalysts to enhance the desirable outcomes collectively. Reflective thinking seems to be the propellent in driving students to take ownership of learning in the flipped format and reinforcing active learning enhanced by technology-enriched videos and interactive activities in the digital learning management system. By integrating these theoretical frameworks, Chen et al., (2019) addressed how the reflective thinking-promoting approach improves the four areas of interest, including students’ level of course performance, engagement, reflective thinking, and participation when engaging in flipped learning course design facilitated in the learning management system.  2. What are your reflections on the connections between theoretical or conceptual frameworks and research questions as they relate to developing an Applied Improvement Project (AIP)?
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