Research in Adult Education

Essay Instructions:

Select a research approach of interest to you (quantitative, qualitative, mixed methods, arts‐based, or community‐based participatory research approach), explore its philosophical foundation, the scope of its focus, and its strengths and limitations. You ought to include a brief description or representation of your professional context and an introductory overview of your research interest that contextualizes why this approach resonates with you and why it is the appropriate approach for your research context. Your exploration will be in the form of a traditional paper and the criticality will be evidenced in your deep analysis and critical extension of the concepts discussed so far in this course. Please note that this critical reflection will inform your final assignment, so it is a good idea to look ahead before completing this submission. Papers should be approximately 1500 words (including references), be in APA format, and appropriately referenced (minimum of 6 references). The paper requires a title page but not an abstract. Resources: Required course textbook: Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts‐based, and community‐based participatory research approaches. The Guilford Press. Andrews, N., & Bawa, S. (2019). "People come and go but we don't see anything": How might social research contribute to social change? The Qualitative Report, 24(11), 2874–2890. https://search(dot)proquest(dot)com/docview/2322631463?accountid=142373 Meyer, M. (2013). Holographic epistemology: Native common sense. China Media Research, 9(2), 94–101. https://education(dot)illinois(dot)edu/docs/default-source/default-document-library/hereca256a3980b76a29a33dff4b008a8698.pdf?sfvrsn=0 Course Concepts discussed so far: Unit 1 Welcome to ------, Research in Education. This is an exciting yet challenging course as it provides the gateway through which we pass to understand, analyze, critique, and create research. Because this is a content-dense course, I'd ask that you familiarize yourselves with the requirements of the course and endeavour to stay on task so that the seven units are rich and rewarding. While extensions may be granted in extraordinary circumstances, these instances are the exception so please plan accordingly. This course is designed to familiarize you with methods of educational research. Its primary focus is to help you understand different research approaches and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. In this course we will discuss the following research approaches: quantitative, qualitative, mixed methods, arts‐based, and community‐based participatory research approach. We will explore different methodologies, learn to conduct literature review, critique literature, and explore different methods. Please note while you are encouraged to think about and provide a brief overview of your research topic throughout the course, you will not engage in actual research on your specific topic in this course. Discussion 1.1: Leavy (2022) stated that social research generates knowledge and helps us gain a better understanding of individuals and the social world. Based on your reading this week, how does social research contribute to social change in the society? Discussion 1.2: Using your own words, define ontology and epistemology. Consider creating a metaphor or visual to explain each of these terms and discuss how they determine our research approach (e.g., qualitative, quantitative, mixed method, arts-based or community-based participatory research). Required Content Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts‐based, and community‐based participatory research approaches. The Guilford Press. • Chapter 1: Introduction to Social Research • Chapter 2: Ethics in Social Research Andrews, N., & Bawa, S. (2019). "People come and go but we don't see anything": How might social research contribute to social change? The Qualitative Report, 24(11), 2874–2890. https://search(dot)proquest(dot)com/docview/2322631463?accountid=142373 Meyer, M. (2013). Holographic epistemology: Native common sense. China Media Research, 9(2), 94–101. https://education(dot)illinois(dot)edu/docs/default-source/default-document-library/hereca256a3980b76a29a33dff4b008a8698.pdf?sfvrsn=0 Other Material or Resources Aluli-Meyer, M. (2020, March 11). Indigenous evaluator- Dr Manulani Aluli-Meyer (Hawaii) [Video]. YouTube. https://www(dot)youtube(dot)com/watch?v=xisqyyqqHtQ Unit 2 Last week we started off with some complex questions on epistemology and ontology, and how these concepts are defined not only in the literature, but also in your own context. I appreciate all your contributions to the discussion boards particularly those of you who used metaphors to explain these terminologies. The objective of this work was to see what you can articulate the concepts in your own words and how you support those statements. I caution you to take time to understand and articulate your ontological and epistemological perspectives before diving into research design. We learned that ontology, epistemology, and methodology are terms that help us as researchers in evaluating existing research or in the creation of new information. Ontology is a philosophy of what we believe to be true, real, and unchanging in how it shapes our reality, values, beliefs, and meaning. Epistemology is then guided by ontology beliefs. Epistemology determines how knowledge is gathered and has it been influenced in any way? As researchers, it is our job to gather the truth or knowledge that already exists and consider has it been created by way of people making knowledge based on their values, beliefs, and meanings. The choice of methodology is determined by the ontological and epistemological beliefs and what findings we need to uncover. In week 2, through our readings and DQ conversations, we will explore the philosophical perspectives of Qualitative, Quantitative, Mixed Method, Arts-Based or Community-Based Participatory Research. Again, this is not only about the what, but also the why. As Denzin (2017) argued, in recognizing the power of research as a vehicle to drive social justice efforts in our complex society, we need to accept a certain ethical responsibility for our actions—one that reflects a critical, questioning stance. This unit is also an opportunity for you to begin to locate yourself in your research through positionality, reflexivity, and voice and representation. You are required to read two articles by Denzin (2017) and Palaganas et al. (2017) as well as one reading from each of the three groups. Discussion 2.1: Leavy (2022) discussed five major approaches to research: qualitative, quantitative, mixed methods research, arts-based research, and community-based participatory research. Please draw from the readings to explain which approach has the most resonance for you. Be sure to connect this to your philosophical perspective. Discussion 2.2: The readings this week remind us that reflexivity in research is crucial as it encourages researchers to reflect on their positions and consciously examine and acknowledge their assumptions and preconceptions about their topic. Leavy (2022) stated, “reflexivity in research addresses the question ‘how does power come to bear?’” (p. 48). Respond to this statement, accounting for positionality, reflexivity, power, and voice. Required Content Denzin, N. K. (2017). Critical qualitative inquiry. Qualitative Inquiry, 23(1), 8–16. https://journals-sagepub-com(dot)libraryservices(dot)yorkvilleu(dot)ca/doi/full/10.1177/1077800416681864 Palaganas, E. C., Sanchez, M. C., Molintas, M. P., & Caricativo, R. D. (2017). Reflexivity in qualitative research: A journey of learning. The Qualitative Report, 22(2), 426–438. https://nsuworks(dot)nova(dot)edu/cgi/viewcontent.cgi?article=2552&context=tqr AND ONE reading from EACH of the three groups: GROUP 1 Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts‐based, and community‐based participatory research approaches. The Guilford Press. • Chapter 6: Qualitative Research Design Bansal, P., Smith, W. K., & Vaara, E. (2018). New ways of seeing through qualitative research. Academy of Management Journal, 61(4), 1189–1195. https://discovery(dot)ebsco(dot)com/linkprocessor/plink?id=8d95570f-541c-3d94-91eb-82dc3e4cd855 GROUP 2 Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts‐based, and community‐based participatory research approaches. The Guilford Press. Chapter 5: Quantitative Research Design • Chapter 7: Mixed Methods Research Design Boeren, E. (2018). The methodological underdog: A review of quantitative research in the key adult education journals. Adult Education Quarterly, 68(1), 63–79. https://discovery(dot)ebsco(dot)com/linkprocessor/plink?id=0b4c6f15-40b5-3f91-8895-c3ac6ca1498a Molina-Azorin, J. F., & Fetters, M. D. (2019). Building a better world through mixed methods research. Journal of Mixed Methods Research, 13(3), 275–281. https://journals(dot)sagepub(dot)com/doi/full/10.1177/1558689819855864 GROUP 3 Culshaw, S. (2019). The unspoken power of collage? Using an innovative arts-based research method to explore the experience of struggling as a teacher. London Review of Education, 17(3), 268–283. https://discovery(dot)ebsco(dot)com/linkprocessor/plink?id=12b43097-6ef6-36d3-a086-92190a6d1c7a Gnagey, J. (2020). Laying a foundation for the fight against poverty: Developing a locally relevant poverty measure with community-based research. Journal of Higher Education Outreach & Engagement, 24(1), 113–125. https://discovery(dot)ebsco(dot)com/linkprocessor/plink?id=e887ef74-2208-3823-9897-2f6675907907 Other Material or Resources Center for Research Quality. (2015, August 13). Overview of qualitative research methods [Video]. YouTube. https://www(dot)youtube(dot)com/watch?v=IsAUNs-IoSQ Unit 3 Last week, we focused on the philosophical underpinnings of qualitative, quantitative, mixed method, arts-based or community-based participatory research. You also were encouraged to locate yourself in your research through positionali

Essay Sample Content Preview:

Title Your Name Subject and Section Professor’s Name Date Qualitative Research The realm of education cannot be taken without the element of students’ motivation and engagement, which may determine the overall performance of teachers and even the quality of study results, in the end. Being an educator, and an educational researcher, the practical explorations are totally submerged in untangling the complexities of these phenomena. Qualitative research approach appeals because it is a complex process that captures the multifaceted nature of educational encounters and people behavior (Bansal et al., 2018; Center for Research, 2015; Leavy, 2022; Palaganas et al., 2017). This paper to explore the qualitative research paradigm and discuss its philosophical foundations, the scope of its focus, and its main strengths and weaknesses. Philosophical Foundations Qualitative research, which is grounded in constructivism and interpretivism as epistemological principles, provide researchers with an in-depth tool for viewpoint on the nature of experience and the facets of social life. Constructivism asserts that people, through their experiences and social interactions, move forward, create and reshape their understanding of the world. From the pedagogical point of view, the notion that “the student as an active entity in the educational process”, means that instead of just being passive recipients of knowledge, students are actually participants of a learning activity. This process involves students actively making sense of the world that surrounds them by thoroughly examining and interacting with their environment, as well as reflecting on the experiences they have gained (Mohajan & Mohajan, 2022). In educational research the constructivist perspective reveals the issue of student as a person that is always involved in the act of becoming knowledgeable and understanding. The researchers affirm the existence of the fact that every student has his/her individual views, background and previous experiences, and they all distinctively view what the learning process and classroom activities are all about. The constructivist approach used by qualitative researchers helps to discover and analyze the lifestyle of students. It shows how their life experiences mold their understanding, intentions, and participation in learning processes (Mohajan & Mohajan, 2022). Interpretivism, which is another philosophical ground of a qualitative research, emphasizes the subjective interpretation that every person makes in order to understand their experiences. Interpretivism where involved in educational research, focuses on the meaning of individual students’ inner interpretations of classroom activities and learning tasks. This perspective gives a credit to students’ psychological factors including perception, view and attitude that strongly influence the extent of the students’ engagement and motivation in learning (Alharahsheh & Pius, 2020). Through narrative analysis, researchers can figure out what meanings and interpretations students are associating with their learning processes. They explore questions such as: (a) How do students think about experiences in the classroom in the context of their own life? (b) What do they attribute to particular learning tasks’ assignments? (c) How does the learning environment get shaped by diverse cultural backgrounds and strong personal beliefs of each individual? Qualitative methods, such as interviews, observations and document analysis, are employed by the researchers to penetrate to the deep-seated subjective experiences and interpretations that students form in their learning process. In conclusion, the constructivism and interpretivism theories emphasize the learner’s dynamic interactive nature of the learning process, underscoring the importance of the students’ active engagement and subjective understanding in teaching. Through non-numerical research, teachers and researchers have more depth understanding of the relationship between students’ experiences, beliefs, and motivations which help them to develop appropriate methods and interventions to improve students’ in-class involvement and learning outcomes. Scope of its Focus Qualitative methods in education distinguish themselves from other research...

Updated on June 6, 2024

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