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Action Research Plan for Valdymas College of Advanced Studies and Digital Transformation

1.What is the problem or question you are really trying to address?

The core issue being addressed is the lack of deep engagement and practical application of knowledge among advanced-level students at Valdymas College. The current learning approach at the college is heavily geared towards exam preparation, which often leads to superficial learning and fails to encourage students to take ownership of their educational journey or apply their knowledge in real-world scenarios. This has been identified as a significant barrier to achieving meaningful and lasting educational outcomes.

This research aims to explore how leveraging ePortfolios can drive personalized learning and enhance students’ engagement and practical application of their knowledge. ePortfolios offer a platform for students to document their learning experiences, reflect on their progress, and showcase their skills and achievements in a manner that is directly relevant to their personal and professional goals. By integrating ePortfolios into the learning process, the study seeks to determine whether this tool can transform the educational experience at Valdymas College by promoting deeper engagement, ownership of learning, and the practical application of knowledge.

The research question guiding this study is: “How can the use of ePortfolios in advanced-level programs at Valdymas College enhance personalized learning, student engagement, and the practical application of knowledge?”

2. What method and design research will you use?

The study will employ a mixed-methods research design, which integrates both qualitative and quantitative approaches. This design allows for a comprehensive analysis of the effectiveness of ePortfolios in fostering personalized learning and addressing the core issue.

Qualitative Methods

Student Interviews: Semi-structured interviews will be conducted with a diverse group of students to gather detailed insights into their experiences with ePortfolios. The interviews will focus on how ePortfolios influence their engagement, learning processes, and the application of knowledge.

Focus Groups: Group discussions will be organized to encourage interaction among students and to collect a broad range of perspectives on the use of ePortfolios. These discussions will help to identify common themes and unique experiences related to personalized learning.

Surveys: Surveys will be administered to a larger student population to quantify levels of engagement, perceptions of ePortfolios, and overall satisfaction with the learning experience. The surveys will include Likert-scale questions, multiple-choice questions, and open-ended questions for additional comments.

Pre-Post Tests: To measure academic performance, pre-tests will be conducted before the introduction of ePortfolios and post-tests after a designated period of usage. This will help to assess any improvements in knowledge retention and application.

Usage Analytics: Data from the ePortfolio platform will be analyzed to track student engagement metrics, such as the frequency of updates, types of content uploaded, and interaction with feedback. This will provide objective measures of how actively students are using their ePortfolios.

3.How will you deal with your research participants (privacy, ethics, etc.)?

Among these steps, developing a research plan in the Planning Stage is often the most challenging. This step demands meticulous preparation, requiring:

Informed Consent: All participants will be fully informed about the purpose of the research, their role, and their rights before participating.

Confidentiality: Personal information of participants will be kept confidential and anonymized in all data reporting.

Voluntary Participation: Participation will be entirely voluntary, with the option to withdraw at any point without any repercussions.

Data Security: All data will be securely stored and only accessible to the research team.

4. What general procedures will you follow?

The general procedures for conducting the research will include:

Preparation Phase

👉 Obtain necessary approvals and consents.

👉 Develop and pilot the survey, interview, and focus group instruments.

👉 Conduct surveys, interviews, and focus groups.

👉 Gather usage analytics from the ePortfolio system.

👉 Analyze qualitative data from interviews and focus groups.

👉 Analyze quantitative data from surveys, pre-post tests, and usage analytics.

👉 Compile and interpret findings.

👉 Prepare the final report and disseminate results.

5. What are your measures?

Student Engagement

Measurement: Student engagement will be quantified through a combination of surveys and usage analytics.

Surveys: Surveys will include questions about the students’ level of interest, participation in activities, and interaction with the ePortfolio system.

Usage Analytics: Data from the ePortfolio platform will provide insights into how frequently and extensively students engage with the system. Metrics will include login frequency, time spent on tasks, the number of resources accessed, and the nature of interactions (e.g., comments, uploads, and peer reviews).

Measurement: Academic performance will be assessed using pre and post-test assessments.

Pre-Test Assessments: Conducted before the implementation of ePortfolios to establish a baseline of students’ knowledge and skills.

Post-Test Assessments: Administered after the ePortfolio integration to measure any changes in knowledge and skills, highlighting the impact of the ePortfolio on academic outcomes. These tests will focus on the content and skills taught during the course and compare the results to the baseline established by the pre-tests.

Measurement: Evaluated through qualitative data gathered from interviews and focus groups.

Interviews: In-depth, semi-structured interviews with students and faculty will explore how ePortfolios have influenced students’ ability to apply their knowledge to real-world scenarios. Questions will probe into specific examples of knowledge application and the perceived value of ePortfolios in facilitating this process.

Focus Groups: Group discussions will capture a broader range of experiences and insights. These discussions will provide qualitative data on how students collectively perceive the impact of ePortfolios on their learning and knowledge application.

6. What instruments will you use to gather your data?

Surveys and Questionnaires

Purpose: To quantify engagement levels, perceptions, and satisfaction with the ePortfolio system.

Details: The surveys will include Likert scale items, multiple-choice questions, and open-ended questions. They will be designed to assess students’ engagement, perceived value of the ePortfolios, and overall satisfaction with their learning experience.

Purpose: For conducting semi-structured interviews with students and faculty.

Details: The guides will include a set of predefined questions that align with the research objectives but allow for flexibility to explore emerging themes. These questions will cover topics such as the impact of ePortfolios on personalized learning, engagement, ownership of learning, and the practical application of knowledge.

Purpose: For facilitating group discussions among students.

Details: Protocols will outline the structure and flow of the focus group sessions, including opening questions, probing questions, and concluding questions. The aim is to foster an open and interactive discussion that captures diverse perspectives on the use of ePortfolios.

Purpose: To evaluate students’ academic performance and the application of knowledge before and after the introduction of ePortfolios.

Details: The assessments will consist of standardized tests aligned with the curriculum. They will include a mix of question types, such as multiple-choice, short answer, and essay questions, designed to measure both knowledge and higher-order thinking skills.

Purpose: To track and analyze how frequently and in what ways students use the ePortfolio system.

Details: The analytics tools will collect data on various user interactions with the ePortfolio platform. This includes metrics such as login frequency, time spent on the platform, the number of resources accessed, and the types of interactions (e.g., uploads, comments, and peer reviews). This data will provide quantitative evidence of student engagement with the ePortfolios.

By using these comprehensive measures and data collection instruments, the research aims to provide a detailed and nuanced understanding of the impact of ePortfolios on personalized learning, student engagement, and the practical application of knowledge at Valdymas College.

7.How will you manage and handle your results and data?

Data Collection

Secure Online Platforms: Surveys and interviews will be conducted using secure online platforms such as Google Forms and Zoom. These platforms are chosen for their robust security features, ease of use, and accessibility. Google Forms allows for structured data collection through surveys, while Zoom facilitates recording and transcription of interviews and focus groups. Ensuring secure data collection is critical to maintaining participant confidentiality and data integrity.

Encrypted Digital Formats: All collected data will be stored in encrypted digital formats to protect against unauthorized access and data breaches. This includes storing data on encrypted cloud storage services like Google Drive, which offers advanced security measures such as two-factor authentication and encryption at rest and in transit. Additionally, all files will be password-protected, and access will be restricted to authorized research team members only.

Qualitative Data Analysis with NVivo: NVivo will be used for the qualitative analysis of interview and focus group transcripts. NVivo is a powerful tool for coding and identifying themes and patterns in qualitative data. It allows for the organization of data into nodes, making it easier to manage large volumes of text and to visualize connections between different themes.

Quantitative Data Analysis with SPSS: SPSS (Statistical Package for the Social Sciences) will be utilized for the statistical analysis of survey responses, pre and post-test results, and usage analytics. SPSS is widely used in social science research for its comprehensive statistical analysis capabilities, including descriptive statistics, inferential statistics, and regression analysis. This will help in identifying significant trends and correlations within the data.

Anonymization: Before sharing data with stakeholders, all personal identifiers will be removed to ensure anonymity. This involves stripping data of any information that could potentially identify individual participants, such as names, addresses, or specific personal details. Anonymized data will be shared in aggregate form to provide insights without compromising participant confidentiality.

8. How do you plan to analyze tour results?

Qualitative Data Analysis

Thematic Analysis: Thematic analysis will be employed to analyze interview and focus group transcripts. This method involves coding the text data and identifying recurring themes and patterns. Key steps in thematic analysis include:

Familiarization: Reading and re-reading the transcripts to become intimately familiar with the data.

Coding: Generating initial codes from the data that capture important features relevant to the research questions.

Theme Development: Collating codes into potential themes and reviewing these themes to ensure they accurately reflect the data.

Defining Themes: Refining and naming the themes to ensure they provide a coherent narrative of the data.

Reporting: Writing up the analysis, providing detailed descriptions and interpretations of the identified themes.

Descriptive Statistics: Descriptive statistics will be used to summarize survey responses, pre and post-test scores, and usage analytics. This includes calculating means, medians, modes, standard deviations, and frequencies to provide a comprehensive overview of the data.

Inferential Statistics: Inferential statistical tests, such as t-tests, chi-square tests, and ANOVA, will be conducted to determine if there are significant differences or relationships within the data. For example, a paired t-test might be used to compare pre and post-test scores to assess the impact of the ePortfolio intervention on academic performance.

Correlation Analysis: Correlation analysis will be conducted to explore relationships between different variables, such as the correlation between student engagement levels (as measured by survey responses) and academic performance (as measured by test scores).

Combining Insights: The results from qualitative and quantitative analyses will be integrated to provide a comprehensive understanding of the impact of ePortfolios on personalized learning, student engagement, and knowledge application. This mixed-methods approach will enable the triangulation of data, enhancing the validity and robustness of the findings.

By implementing these data management and analysis strategies, the research will ensure rigorous, ethical, and comprehensive evaluation of the impact of ePortfolios on personalized learning at Valdymas College.

9. How do you plan to discuss and share your results?

Final Report

Comprehensive Summary: The final report will provide a detailed account of the study’s objectives, methodology, findings, and implications. This report will be structured to include an executive summary, introduction, literature review, research design, data analysis, discussion, and recommendations. The executive summary will offer a concise overview of the entire report, highlighting key findings and recommendations for quick reference by stakeholders.

Visual Aids: To enhance understanding and engagement, the report will incorporate visual aids such as charts, graphs, and tables. These visual elements will help to present complex data in an accessible and easily interpretable manner.

Implications and Recommendations: The report will conclude with a section on the implications of the findings for practice and policy. It will provide actionable recommendations for faculty, administrators, and policymakers to improve personalized learning and student engagement using ePortfolios.

Faculty and Administration Meetings: Formal presentations will be scheduled with faculty and administration to share the findings and discuss their implications for teaching and learning practices. These presentations will be interactive, allowing for questions and discussions to ensure a clear understanding of the results and their relevance to the institution.

Stakeholder Engagement: Presentations will also be organized for key stakeholders, including community partners, funding bodies, and educational boards. These sessions will emphasize the practical implications of the research and how the findings can inform future initiatives and collaborations.

Workshops and Seminars: To facilitate broader dissemination and engagement, workshops and seminars will be conducted to provide hands-on experience with the tools and strategies highlighted in the research. These sessions will enable participants to explore the use of ePortfolios and personalized learning techniques in their own contexts.

Educational Journals: The findings will be prepared for submission to peer-reviewed educational journals such as the Journal of Educational Technology & Society, Computers & Education, and the International Journal of ePortfolio. These publications will help to reach a wider academic audience and contribute to the broader body of knowledge on personalized learning and ePortfolios.

Conferences: The results will be submitted for presentation at relevant conferences such as the American Educational Research Association (AERA) Annual Meeting, International Society for Technology in Education (ISTE) Conference, and Association for the Advancement of Computing in Education (AACE) Conference. These conferences provide platforms for networking, feedback, and collaboration with other researchers and practitioners in the field.

Online Platforms: To maximize accessibility and reach, the findings will also be shared on online platforms such as ResearchGate and Academia.edu. Additionally, the research will be summarized in blog posts and shared through social media channels to engage with a broader audience, including educators, students, and policymakers.

Discussion Forums: Online discussion forums will be created to facilitate ongoing dialogue about the research findings. These forums will allow for the exchange of ideas, experiences, and feedback from a diverse audience.

Surveys for Feedback: Post-presentation surveys will be conducted to gather feedback on the clarity, relevance, and impact of the presentations and workshops. This feedback will be used to refine future dissemination efforts and ensure they meet the needs and expectations of the audience.

By employing these diverse strategies for discussing and sharing the results, the research aims to foster a comprehensive understanding of the findings, promote their practical application, and contribute to ongoing improvements in personalized learning and student engagement through the use of ePortfolios.

References

  1. Barnstable, K. (2010). 41 Benefits of an ePortfolio. Retrieved from https://kbarnstable.wordpress.com/2010/01/08/41-benefits-of-an-eportfolio/
  2. Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018). Creating significant learning environments through choice, ownership, voice, and authenticity.
  3. Harapnuik, D. (2023). What is an ePortfolio. It’s About Learning. Retrieved from https://www.harapnuik.org/?page_id=5977
  4. Mertler, C. A. (2020). Action Research: Improving Schools and Empowering Educators. SAGE Publications.
  5. Why use an ePortfolio. Retrieved from http://www.harapnuik.org/?page_id=6063
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