EDDFPX8040_Assessment_2

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Jan 9, 2024

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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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4 An understanding of the theoretical frameworks establishes a foundation to examine a problem of practice that offers guidance in understanding how the relationships of variables influence the problem. The concepts of the various instructional strategies help generate relevant research questions to address the problem, in which the research questions inform the type of data that needs to be collected and the appropriate instruments used to collect them. With the collected data, the understanding of the theoretical framework provides a structure to interpret and analyze findings for how the problem is addressed. Methodology Chen et al.’s quasi-experiment was conducted to assess how the reflective thinking- promoting approach yields better results in students’ performance in a master’s program course utilizing a digital learning platform. The study consisted of thirty-eight students enrolled in two sections of a 18-week course meeting 3 hours per week. In the experimental group, nineteen students (7 male and 12 female) participated in a curriculum incorporated with the reflective thinking-promoting approach and flipped learning. The other nineteen students(4 male and 15 female) in the control group experienced the curriculum with conventional flipped learning. Both groups went through the same curriculum materials in the first three weeks in the flipped format as well as a pre-project report to assess the students’ basic knowledge. Following that, while both groups studied with the same curriculum materials, the experimental group was instructed to complete extra tasks delineated by the reflective thinking-promoting approach where they were assigned to take notes of the videoes and post questions for class discussions. However, the extra assignments were presented to the control group as an option. The student learning outcomes were measured by points earned from pre-project and post-project reports, technology-enhanced

5 active learning questionnaire, reflective thinking questionnaire, and time spent on viewing the videos and activities in the learning management system. Chen et al. (2019) controlled threat of validity by selecting the same senior professor instructing both the control and experimental groups to reduce potential bias (Creswell & Creswell, 2018). In addition, rubrics were used to evaluate the participants’ reports in class to maintain objective grading results. The choices of questionnaires for measuring student engagement and reflective thinking developed by Schwarzenberg et al. (2018) and Kember et al. (2000) (as cited in Chen et al., 2019) respectively also maintained threat of validity and ensured reliability. Ethically, participants were informed that their personal information would be kept confidential and that their participation was voluntary. They had the choice to withdraw from the study at any time. The students in the control group were offered and not required the extra assignments of note-taking and posting discussion questions as with the experimental group, so they were given comparable learning opportunities when they chose to participate. 3. Describe the intervention. While flipped learning and technology-enhanced active engagement have been recognized to promote active learning, the proposed reflective thinking-promoting approach was proposed to further show improved outcomes in students’ learning performance, engagement, reflective thinking, and participation in the flipped classroom. Results 4. From the results, describe the answers to each of the four research questions and the rationale or supporting evidence for those answers.

6 Regarding the question if the reflective thinking-promoting approach improves students’ learning design performance, students showed a significant improvement than their counterparts in the control group. The extra tasks of taking notes and forming discussion questions foster cognitive development and critical thinking. Secondly, the experimental group also presented positive effects in their learning engagement. As students examine their learning through reflection in formulating discussion questions for in-class activity, this high-level critical thinking effectively generates new knowledge that motivates students to practice and apply as they engage in deepened discussions. Moreover, the practice of reflective thinking embedded in the experimental group’s course design further reinforced reflective thinking as habit-forming, leading students to autonomously reflect on their own. Lastly, the reflective-thinking approach promoted a sense of ownership and commitment to the experimental group’s learning, resulting in increased participation in the course activities. attentiveness to their progress. Discussion/Conclusion Chen et al.’s (2019) study confirmed positive results with the research questions. In reference to the theoretical frameworks of flipped learning, active learning, and reflective thinking-promoting learning, the experimental group met the expectations that the added reflective practices would enhance students’ level of progress, engagement, and cognitive development. Despite the success of confirming the study with positive results in the experimental group, limitations of the study include the small sample size, making it difficult to generalize implications. Another limitation is the rather short duration of time of the study that students would have needed longer to form stronger habits of engaging in reflective thinking in

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7 their learning progress. Chen et al.’s (2019) study can be improved by including more subjects in future research opportunities. Chen et al.’s (2019) study informs instructional practitioners of the benefits of adopting the reflective thinking-promoting approach as part of the pedagogy to foster reflective thinking and critical thinking skills. This added approach signifies such practice encourages students to take ownership of their learning progress and collaborate with their peers in generating new knowledge. 5. What ideas, concepts, or processes from this study did you find interesting or useful and how might those ideas, concepts, or processes be incorporated into an applied research project? This study provides a model to guide and contextualize the process for one to engage in an applied research project. The theoretical frameworks that laid out are informative in showing how they provide a foundation and structure for building understanding of the variables involved in the organization. This knowledge base is helpful in generating relevant research questions to guide the data collection methods in consideration of maintaining validity and ethical consideration in the planning process. The data analysis and discussion sections are insightful in demonstrating how the statistical data are employed to draw conclusions and implications for the study.

8 References Chen, M., Hwang, G., & Chang, Y. (2019). A reflective thinking-promoting approach to enhancing graduate students’ flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50 (5), 2288- 2307. https://doi-org.library.capella.edu/10.1111/bjet.12823 Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5 th ed.). Sage.

EDDFPX8040_Assessment_2

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