Assessing digital learning & instruction-Action Research Design Outline

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What is the topic of your action research?

• This study examines the impact of optimizing station rotations in blended learning: Enhancing student engagement and achievement through teacher-led, online, and offline stations.

What is the purpose of your study?

• The purpose of this study is to explore how optimizing station rotations in a blended learning environment can enhance student engagement and achievement. Specifically, it aims to examine the effectiveness of teacher-led, online, and offline stations in providing a balanced and engaging learning experience. The goal is to identify best practices and strategies that can be applied to improve the rotational model and, ultimately, student outcomes.

What is your fundamental research question?

• How does optimizing station rotations in a blended learning environment impact student engagement and achievement? 

  • This question directly targets the core of my study, looking to understand the relationship between well-structured station rotations and the outcomes they have on student performance and involvement.

What is your research design? Qualitative, quantitative both (mixed methods) Why?

• For my research topic on optimizing station rotations in blended learning, a mixed-methods approach would be ideal. This combines the strengths of both qualitative and quantitative research. Quantitative data could provide measurable evidence of student engagement and achievement through test scores, attendance records, and other metrics. On the other hand, qualitative data could offer deeper insights into the student and teacher experiences, capturing perspectives through interviews, focus groups, and observations. This holistic view would allow you to thoroughly explore how different station rotations impact learning outcomes.

  • These are valuable qualitative research methods, but they have some key differences between them: 

    • Focus Groups leverage group interaction: These involve group discussions (typically 6-12 people) where participants interact with each other and the facilitator while discussing a topic together. The emphasis is on the group dynamic and how participants influence each other’s perspectives. The interaction between participants can generate new insights as they build on each other’s ideas. This method is great for exploring a range of perspectives and understanding how group dynamics influence opinions on a topic.

    • Interviews offer in-depth insights from individuals: These are one-on-one conversations between the researcher and a participant. Interviews provide a deeper dive into individual thoughts, experiences and opinions. There is no influence from others in the group, so the responses are more detailed and personal. They can be more flexible and allow for follow-up questions tailored to the participant’s responses.

    • Observations: Happen when you are watching and recording behaviors and interactions in a natural setting. It’s about capturing what people actually do rather than what they say they do. The “actions speak louder in words”. This method is useful for understanding real-time behaviors, routines, and contexts.

Each method offers unique insights, so they can complement each other in a comprehensive study.

What is the most appropriate type of data to collect?

• For my mixed-methods approach, I will use a variety of data to get a full picture. 

  • Quantitative Data: Test scores, attendance records, engagement metrics (like how much time was spent on tasks), and completion rates. These provide measurable evidence of student achievement and participation.

  • Qualitative Data: Include interviews and focus groups with students and teachers, observational notes, and reflective journals. This helps capture personal experiences and insights that numbers alone can't show.

Combining these will give me a well-rounded view of how the station rotations are impacting my learners.

 

What types of measurement instruments will you use?

• Surveys and Questionnaires: These can measure student engagement, satisfaction, and perceptions of the station rotations. I will use Likert scales for quantitative data and open-ended questions for qualitative insights.

• Tests and Assessments: These include standardized tests, quizzes, and formative assessments. All of these can provide quantitative data on student achievement and learning outcomes.

• Observation Checklists/journals: I will use these to systematically record behaviors and engagement levels during station activities. This can be a mix of quantitative (frequency of behaviors) and qualitative (notes on interactions) data.

• Interviews and Focus Groups: Conduct these with students and teachers to gather in-depth qualitative data on their experiences and perceptions.

• Reflective Journals: Encourage students and teachers to keep journals that reflect on their experiences, which can offer rich qualitative data.

What is the focus of your literature review?

• My literature review summarizes what blended learning is, explores the effects of the blended learning model, and discusses student rotation options, and student choice.

References