7 • Introduction to the class Write a paragraph introducing yourself to your peers in the class. Please include your full name, current profession, educational background, any teaching experience you have and what you hope to learn in this class. Please start a new thread about yourself. Also, please respond to introductions of the others. • Watch the video for better understanding (G1:O.1.2, O.1.3, O.1.4, O.3.2) • “What is Action Research” By John Spencer for better understanding https://www.youtube.com/watch?v=Ov3F3pdhNkk • Creative ways to get kids to thrive in school https://www.ted.com/talks/olympia_della_flora_creative_ways_to_get_kid s_to_thrive_in_school?language=en Note: Take the quiz after watching the video • Formative Quiz to ascertain initial knowledge • Reading: Textbook, Chapter 1 & 2 (G1:O.1.1) • Chapter 1. What is Action Research • Chapter 2. How is Action Research Accomplished Discussion 1: How does action research relates to other types of research. Reply to two other participants, highlight the strengths and provide ideas of improvement (G1:O.1.1, O.1.2, O.1.3, O.1.4) • Assignment Discussion 1: Write a reflection document (1-page), from your weeks reading on how Action Research could help improve teaching and learning. Give constructive feedback to at least two of your peers. References in APA style (G1:O.1.1, O.1.2, O.1.3, O.1.4, O.1.5) Module 2: Reading and Discussions: • Reading: Textbook, Chapter 3 & 4 (G2:O.2.1) • Chapter 3. Professionalism, Teacher Efficacy, and Standard-Based education • Chapter 4. Teaching: A Complex Process • Video: (G2:O.2.1, O.2.2) • Action Research for Teachers https://www.youtube.com/watch?v=w97eQn5AyKc • Early kid needs a Champion https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion #t-452703
8 • Discussion 2- Describe the approaches of teaching practices and the areas that need improvement. Reply to two other participants, highlight the strengths and provide ideas of improvement (G2:O.1.4, O.2.1, O.2.2) • Assignment Discussion 2: Please write a 2-page reflection document, recall, reflect and identify key areas that need improvement or solutions to complications through your teaching practices. Please add a link to your document. Give constructive feedback to at least two of your peers. References in APA style. (G2: O.2.1, O.2.2, O.2.3) Module 3: Reading and Discussion Reading: Textbook, Chapter 5 and 12 (G3.O.3.1) • Chapter 5. Choosing the Right Research Questions and Assessment Criteria • Chapter 12. Methodological and Ethical issues • Video: (G3.O.3.1, O.3.2, O.1.2) • Teach teachers how to create magic https://www.ted.com/talks/christopher_emdin_teach_teachers_how_to_ create_magic/discussion • How to ask better questions https://www.youtube.com/watch?v=J8xfuCcXZu8 • The Action Research Guidebook https://www.youtube.com/watch?v=DSGtyHxn4fc • Discussion 3- Specify how beliefs and values change teaching practices and can those concerns be voiced. Reply to two other participants, highlight the strengths and provide ideas of improvement (G3:O.3.1, O.3.2, O.3.3) • Assignment Discussion 3: Please write a 1-page reflection on “What can you do to become a more effective teacher” References in APA style. Give constructive feedback to at least two of your peers. (G3:O.3.1, O.3.2, O.3.5, G2:O.2.3) Module 4: Reading and Discussion • Reading: Textbook (G4:O.4.1) • Chapter 6 – Using Theory to Drive Action • Additional reading: “The end of Reflection” http://www.nytimes.com/2016/06/12/fashion/internet-technology-phones- introspection.html?_r=0 (G4:O.4.1, O.4.2 )
9 • Video (G4: O.4.1, G4: O.4.2) • Reflective Teaching: an Element of Life-long learning https://www.youtube.com/watch?v=N9OSBpiwofk • What makes a good teacher great https://www.youtube.com/watch?v=vrU6YJle6Q4 • Discussion 4- Reflect and share about your pedagogical practice in order to promote self and peer-directed learning. Reply to two other participants, highlight the strengths and provide ideas of improvement. (G4:O.4.1, O.4.2, O.4.3) • Assignment: (G4:O.4.1, O.4.2, O.4.3, O.4.4, G3:O.3.1) 1. Submit a project proposal for the final action research paper, by reflecting the systematic approach for your Research paper 2. Share your proposal with peers for peer reviews. The name of the reviewer will be notified Module 5: Reading and Discussion • Reading: Textbook, Chapter 7, 8 & 9 (G5:O.5.1) • Chapter 7. Data Collection: Using Teacher Records and Observation Data • Chapter 8. Data Collection: Creating Instruments to Answer Research Questions • Chapter 9. Data Collection: Building a Valid and Reliable Data Collection Plan • Video: (G5:O.5.1, O.5.2) • Data Collection Methods https://www.youtube.com/watch?v=YJ- YX_AcomU • Discussion 5- The techniques you could use to interpret your data to determine the extent where the objectives were accomplished. Reply to two other participants, highlight the strengths and provide ideas of improvement (G5:O.5.1, O.5.2, O.5.3, G3.O.3.2) • Assignment 5: Continue with the Action Research paper, exploring, reflecting, and observing through data collection or data analysis methods to validate results. References in APA style. No submission is required (G5:O.5.1, O.5.2, O.5.3, O.5.4) • Teaching methods for Inspiring the students of the future https://www.youtube.com/watch?v=UCFg9bcW7Bk
10 • Please give feedback on the peer-reviewed paper this week. Watch “How to give hard feedback” (without coming off like a mean boss) https://www.youtube.com/watch?time_continue=9&v=cdktsuVxkAA Module 6: Reading and Discussion • Reading: Textbook, Chapter 10 & 11 (G6:O.5.1, O.6.1) • Chapter 10. Making Sense of the Data • Chapter 11. Putting the Data Collection: Building a Valid and Reliable Data Collection Plan Discussion 6 - How do you accept to report, shared, and implement the information gained by Action Research. Reply to two other participants, highlight the strengths and provide ideas of improvement (G6:O.6.1, O.6.2, O.6.3, O.6.4, G3: O.3.2) • Assignment 6: 1. Create an infographic-Visual content (G6:O.1.4, O.2.1, O.3.1, O.5.1, O.6.2) Infographics: A primer for Researchers: link https://medium.com/knowledgenudge/infographics-a-primer-for- researchers-b17e5520704a 2. Submit the DRAFT proposal of your Action Research paper based on peer feedback. References in APA style (G6: O.6.2, O.6.3, O.6.4, O.6.5, O.6.6, G3: O.3.1) Module 7: Reading & Review • Reading: Textbook, Chapter 14 & 15 (G7:O.7.1) • Chapter Inducting Teachers into a Culture of Inquiry • Chapter 15. The Demands of Accountability: Integrating Action Research into District Practice • Discussion: Reflect your experience with the overall stages of the action research process, the outcome and how you propose to implement. (G7:O.7.1, O.7.2, O.4.2) • Assignment 7: 1. Submit your final paper to the two listed peer reviewers. Please use university e-mail. The Action Research paper should contain 15-pages (2500-3000 words). Please follow the final paper rubric, use APA style format and cite your paper. (G7:O.7.1, O.7.2, O.7.3) 2. Please review the final Action Research paper of the peer reviewer and return paper after making constructive thoughts and comments of reflection for improvement. Submit the peer- reviewed paper. (G7:O.7.1, O.7.2, O.7.3). Note:- Both files should be on Word document
11 Module 8: Submission of the final 15-page (2500-3000 Words) Action Research paper. Please follow the final paper rubric, use APA style format and cite your sources. (G7:O.7.2. O.7.3). End of the Class: - Complete the final evaluation survey to reflect the effectiveness of this course Assessments Course Evaluation The students are encouraged to provide the feedback via course evaluations online which is convenient for both the instructor and faculty staff as written evaluation could decrease the response rate. The e-response will have a wide range of questions in order to obtain reliable feedback from the students which will help the instructor to incorporate changes in the flowing-up modules. The instructor would encourage the student participants to provide e-response with each module in order to discuss possible solutions to the problems in the following sessions this will be explained with reasons at the end of each module emphasizing the responses are very important for the course modules to be planned successfully. Formative assessment of learning outcomes will be carried out at the beginning of the class after a quick video about action research. The course involves interactions between instructors and students, students and students, all of which create artifacts that can be studied and analyzed. As a summative assessment completion, the student will produce the final action report activity. This will determine the level of critical thinking with what the student knew and how this applied to the course concepts. With dialogue or written work, the instructor is allowed to evaluate the effectiveness of student learning. Grading will be determined as follows: Percent Assignments Details 2 Introduction Introduction post (4%) 0 Knowledge checklist 12 Discussion Six (6) Discussion (10%) 26 Assignments Four (4) Reflective assignments (16%) 10 Presentation Two (2) Assignments (10%) Infographic (10%) 5 Project Project proposal (5%) Peer Review (5%) 5 Final Research paper (40%) 40% Final Paper Total=100% Grading Scale 90-100% A 80-89% B 70-79% C 60-69% D Below 60% F
12 Tips and Tricks Textbook/Readings/Resources - Textbook reference “Guiding School Improvement with Action Research” by Richard Sagor, ISBN-13: 978-0871203755, Copyright 2000 - Helpful link for creating the Infographic https://piktochart.com/blog/how-to-create-an-infographic-and-other-visual-projects-in-5- minutes/ - Other Research base articles Action Research and its History as an Adult Education Movement for Social Change https://doi.org/10.1177/0741713612471418 Using Action Research to Improve Teaching and Learning, https://clutejournals.com/index.php/CTMS/article/download/5585/5668 Modeling Action Research: Reflections From a Self-Study https://files.eric.ed.gov/fulltext/EJ842413.pdf Teacher Research Could Change Your Practice, http://www.nea.org/tools/17289.htm Action Research Innovation Cycle: Lean Thinking as a Transformational System, https://doi.org/10.1016/j.sbspro.2015.04.891 Participation and Assignment Help Students to actively participate - Active participation from the student is a requirement. Throughout the action research process reflection is critical: why a problem exists/ how it came to be, who are the key stakeholders are and how they can be involved in solution generation, how a solution will affect the context, and what improvements can be made to the solution. Help students to reflect - The reflective aspect of action research helps the individuals to become aware of their own practices and helps them to look for solutions to the issues in their organization, building, or classroom. Through a series of online sessions, discussion and reflection the course will provide the students with knowledge and skills needed to use action research as a basis to make a curricular and instructional decision both at the classroom level and school-wide. The infographic assignment – This will help the students to use their imaginary thoughts to highlight, explain and enhance the text-based information to visual content which will benefit them to analyze their chosen topic. This would be helpful to sketch out and identify the important points and pieces of information for their final document as well as serve them as a guideline. Constructive feedback – is a way of giving encouragement for the students, from the peers as well as the instructor “We all need people who will give us feedback. That’s how we improve” Bill Gates. The course activities and discussions will include sharing selective comments, relevant examples, thought-provoking questions, and appropriate responses to the comments/questions of others. The students should be encouraged to be sensitive to their level of participation relative to other participants in the training program. The instructor is encouraged to give self-regulated feedback to students this refers to the individual’s ongoing monitoring and awareness of outcomes the suitability or inappropriateness of his or her efforts a response, resulting in the development of an internal self-regulatory process which forms a
13 powerful incentive for learning and becomes a more autonomous learner. (Chang & Yuen, 2011). Academic Integrity - The Instructors expects from its student a high level of responsibility and academic honesty. Because the value of an academic course depends upon the absolute integrity of the work done by the participants for the program, it is imperative that the students demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and the submission for credit of any work or materials that are attributable in whole or in part to another person, any act designed to give an unfair advantage to a faculty or the attempt to commit such acts. Plagiarism, especially from the web, from portions of papers for other classes, and any other source is unacceptable. Course Communication - The instructor could be contacted via email. The instructor will respond to the e-mail within (72 hours) although students are encouraged to develop communication within the class members via e-mail or other chat tools. Students are also advised not to wait until the last moment to submit assignments as there could be unforeseen problems of internet issues, software or hardware problems. Late Work - All assignments are expected to submit on time and any assignment not submitted on time will receive a zero unless it has been in agreement with the instructor. Grading Scale - The course grading is listed under Action Research Schedule with the final action report paper grading. Rubrics - There are two rubric attachments, grading for the infographic and final research paper there is also a guideline for final research paper writing. Student Support - The technical support will be provided by the university in the use of the Canvas learning management system. Please refer the website for more information. Evaluation - The students will complete an end-of-course feedback evaluation survey at the end of the course. This will be reviewed by an unbiased observer from the department. Once evaluated due changes will be effective for the course to follow.
14 Reference Document
15 Reference Document by Richard Sagor
16 Appendix 2 Rubric for the Infographics Components Exceed expectations Meet expectations Needs more work Topic The topic of the The topic of the The topic of the Type infographic is infographic may be infographic is specific in nature a bit too broad hard to ascertain Objects 1 points 0.5 point 0 point Data Visualization The type of infographic The type of infographic The type of infographic chosen supports the chosen represents the chosen does not convey Fonts content being content being chosen but the information Colors presented. another type may lead Layout to more clarity for the 0 point 1 points viewer. Too many different types Information The objects included in of objects are used in the organization the infographic is 0.5 point infographic and that repeated to support Some objects included in makes it hard for the various data points and to the infographic is viewer to understand the make it easier for the repeated but the content. viewer to understand infographic did not seem the infographic. to include enough 0 point repeated elements to Other data visualization 1 points make it understandable. formats should be chosen The data visualization to best showcase the data formats chosen make the 0.5 point presentation for the data presented The data visualization viewer. easy for the viewer to formats chosen showcase understand the data, but some may 0 point the information. make it difficult for the The font(s) used in the viewer to understand the infographic make the text 1 points points. almost unreadable. The infographic includes an appropriate font to 0.5 point 0 point both complement the The infographic includes The color choices for the content and make multiple fonts and/or the infographic are not the text readable. fonts do not seem related visually pleasing and to the infographic’s topic. detract from the 1 points infographic. The color choices 0.5 point enhance the visibility of The color choices are 0 point the infographic. Different fine, but too many colors The infographic is lacking saturations of the same may have been used. one or two of the color are used wisely. components of good 0.5 point infographic design - main 1 points The layout of the point, secondary point, or The layout of the infographic includes all supporting details. infographic adheres to the three components - inverted pyramid style - main point, secondary 0 point main point on top, point, and supporting No information secondary point next, and details - but is not organization choice supporting details at the organized in the inverted bottom. pyramid style. 0 point 1 points 0.5 point Information organization information organization formats to allow the formats, but the viewer to understand the cohesiveness of the information in the information presentation infographic. is lacking. 1 points 0.5 point
17 Citations APA Style Full bibliographic The URL of sources used No citations to sources Spelling & Grammar citations for all are included. used are included. sources used are included. 0.5 point 0 point 1 points There are no more than 5 There are 6 or more grammar and/or spelling grammar and/or spelling Writing is free from errors errors typos, grammatically correct, holds complete 0.5 point 0 point sentences 1 points Reference Schrock, Kathleen. (2012). Infographic rubric. Retrieved from: http://kathyschrock.net/pdf/Schrock_infographic_rubric.pdf
18 Appendix 3 Rubric for Action Research final paper Level 4 Level 3 Level 2 Level 1 Statement of • Question is • Description of the • Context is • No or unclear problem, researchable and context for the mentioned but not description of the understanding of could potentially question is clear. well described context context and resolve a clearly • Question is • Question is • Question is not research question identified researchable somewhat researchable problem or issue • Question is timely researchable • Question does not • Question is and relevant to the • Question is timely reflect a problem relevant, timely issue or problem or relevant to the related to a specific and grounded in • Question is clearly issue or problem site practice and guided by needs • Question is • Question does not supported by assessment conducted somewhat guided by reflect the philosophy thoroughly in the context needs assessment and guiding conducted needs conducted in the principles of the assessment context program conducted in the context Literature Review 5 points 2 point 1 points 0 points (Guiding theories and research) •Literature review •Literature review cites •Literature review cites •Literature review cites comprehensive major and contemporary major theories and doesn’t cite relevant Action and research and theories and research research in the field of theories and research in Assessment plan theoretical that seem relevant to the study that is related, but terms of the question(s) first iteration knowledge of the contextual needs and the does not make clear being asked (Recursive field in the way action research connections with the • Literature reviewed Design) relevant to the question(s), and clear research questions(s) does not includes major contextual needs connections with • Literature reviewed theories and research in and the action research questions are includes some major the area research question(s) made theories and research in • Literature review is not • Literature review • Literature review the area written in the way that is synthesized includes ,major and • Literature review is can guide the action purposefully contemporary theories written in the way that planned in the study (appropriate and research in the area can somewhat guide the • Literature is not linked connections are • Literature review is action and assessment to action and assessment made) purposefully written in plan plan • Connections the way that can • Literature is • Literature does not substantiate this meaningfully guide the marginally linked to reflect the context of the research action and assessment action and assessment research (i.e., the • Literature review plan plan research setting) is organized around • Literature purposefully • Literature minimally and guides action guides action and reflects the context of 0 points and assessment plan assessment plan the research comprehensively • Literature review • Action and assessment • All literature is reflects the context of 1 points plan for studying research reviewed in the the research question are not clear and context of the • Action and assessment systematic research 2 point plans for studying research • Action and assessment question are clear or plans are not guided by 5 points • Action and assessment systematic but not both relevant theories and plans are clear and • Action and assessment research. • Data collection systematic plans are marginally guided • Description of demonstrates • Action and assessment by relevant theories and action/intervention is not responsiveness to plans are clearly guided by research. present or unclear emerging issues relevant theories and • Methods chosen are not • Links of action and research. well thought through in assessment plans to • Process of data collection terms of the research guiding theories and is systematic and thorough question(s) research are insightful • Clear description of and reflective. action/intervention • Data collection plans are exceptional and provide in-depth
19 examination of the • Data analyses are • Description of • Process of data collection question(s) appropriate and accurate action/intervention is clear is not explained thoroughly • Design phases are or • Plan for triangulation of • Initial design would not could be thoroughly data has gaps and/or permit recursive action substantiated by data triangulation of data is cited • No plan to triangulate • Developing the but not evident data action and assessment • Data triangulation is plans benefited from planned but not clearly collaborating with articulated other professionals in the area Evaluation of 5 points 2 points 1 point 0 points Research, question, • Second phase • Description of the context • Context is mentioned but • No description for the Identification of research question is for the question is clear not well described context of the new or problem, researchable and could • Second phase research • Second phase research revised question(s) Rationale, potentially resolve a question reflects a clear question development • Second phase research Significance clearly identified evolution from the first refers to the first study but question does not reflect a problem or issue study and its findings does not arise from it relationship to the first Action and • Second phase • Changes are clearly • Changes are related to iteration of the research Assessment plan – research question related to professional some professional growth design second iteration evolves from first growth and self- and self-transformation of • Changes are not related to (Recursive study and reaches transformation of the the researcher professional growth and Design) beyond the expected researcher • Second phase research self-transformation of the next step • Second phase research question is somewhat researcher. Data Analysis, • Changes are clearly question is researchable researchable • Second phase research Reflection, and related to substantial • Second phase research • Second phase research question does not address presentation of professional growth question is timely and question is timely or the needs of the site findings and self- relevant to the issue or relevant to the issue or transformation of the problem problem, but not both 0 points researchers • Second phase research • Question relates to the site • The researcher question clearly addresses a or the problem, but not • Action and assessment relates evolution of need of the site where both plan for studying research research question to research will be conducted question are not clear and social and 1 points systematic collaborative 2 point • Plan for data collection dimensions of the • Action or assessment plan does not relate to previous research process • Action and assessment for studying research data collected. • Second phase plan for studying research question is clear and • Justifications are given for research question is question are clear and systematic, but the other is modifications to the relevant, timely and systematic not clear original plan of study for grounded in practice • Data collection is • Data collection relates to new phases informed by first set of data first data gathered but not • Recursive action 5 points collected specifically redesign/implementation, • Justifications are given for • Justifications are given for data collection is not • Data collection any modifications to the any modifications to the implemented demonstrates original plan of study for original plan of study for responsiveness to new phases new phases 0 points emerging issues • Recursive action • Recursive action • Design phases are redesign/implementation, redesign/implementation, • Analysis techniques are thoroughly data collection is data collection is not not appropriate for the data substantiated by data implemented (at least 2 implemented • Findings from raw data • Problem solution is phases) are not well summarized reached in an 1 points • Findings are not clearly innovative way 2 point articulated • Analysis techniques used • Invalid or incomplete 5 points • Analysis techniques used are minimally appropriate interpretation of data are appropriate for the for the purpose and scope • Trends or patterns in data • Analysis includes purpose and scope of the of the project not clearly identified techniques beyond project • Findings from raw data • Analysis is not reflective normal scope of action • Findings from raw data are summarized but needs a in terms of the context and research are summarized in a clear more clear and systematic learning & teaching • Presentation of and systematic format format findings suggest • Valid interpretation of • Partial interpretation of analytical data data interpretation • Trends or patterns in the • Trends or patterns in data • Interpretation of data data clearly identified marginally identified shows synthesis of • Analysis is reflective in previous and current terms of the context and research in the research context
20 • Trends or patterns relates to professional and • Analysis is reflective in • Assessment data clearly identified in the personal development terms of the context or (findings) are not used in data • Findings include clearly relates to professional and recursive design • Analysis is deeply articulated graphs or tables personal development reflective in terms of in APA style • Findings section include the context and relates • Findings are presented graphs or tables without to professional and effectively for recursive APA style personal development design • Findings are presented for in collaboration with recursive design but are not other professionals in clear the area • Relationships among data are presented graphically 5 points 2 point 1 points 0 points Discussion • Description of • Adequate description of • Marginal description of • Inadequate description of meaning of findings meaning of findings meaning of findings meaning of findings pushes knowledge and • Interpretation of impact of • Interpretation of impact of • Interpretation of impact of understanding of the intervention is valid intervention is valid but intervention is missing subject • Findings confirm or refute minimally explained • Findings not tied to • Discussion includes a previous research • Findings not tied well to research thick description of the • Discussion relates research • Discussion does not relate relationship between findings to the context and • Discussion relates findings to the context or to the findings and the to learning and teaching findings to the context or to learning and teaching context and to learning learning and teaching and teaching. 3 points 1.5 point 1 point 0 points Overall Reflection • Reflection ties • Reflection on action • Reflection on action - Little or no reflection and conclusion the study to new research includes research process potential directions • What the study has address some of these in the field shown, problem or or not adequately issue has been resolved explained • How the action has been resolved researcher was • Limitation of the • What the study has transformed to be study shown, problem or wiser and more • Ways the research issue has been effective through study could be resolved the action research improved • Ways for future • Limitation of the •How action teaching/practice study research could informed initiate leadership • How the action • Ways the research in the field researcher was study could be • Critical reflection transformed to be wiser improved of the a more effective transformative through the research • Ways for future experience at experience teaching/practice personal, social and • How it benefited informed cultural levels • How the action 2 point 1 point 0 points researcher benefited and intends to continue 5 points Quality writing • Not correct • Some but not all of • Use of proper citation • Clearly developed citation the following • Clear focus, well analysis and argument • Organized poorly - Use of proper citation that shows relationship • Unclear - Clear focus, well organized between all the • Conceptual clarity components of the 2 points organized research - Conceptual clarity 1 point 0 points 1 point Reference http://sites.sandiego.edu/solesaccreditation/files/2011/01/Standard-2-Exhibit-2-Advanced-Teacher- Education-Action-Research-Rubric.pdf
21 Appendix 4
22 References (n.a.), (n.d.) Master in Teaching English as a Foreign Language http://www3.uah.es/master_tefl_alcala/pdf/guidelines.pdf
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Canvas LMS Development modules – Screen shots 28 Appendix 7
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31 References Ahrens, C. L., Brant, M. E., Lee, E. S., (2007), Using Action Research to improve Teaching and Learning, https://clutejournals.com/index.php/CTMS/article/download/5585/5668 Burbank, M. D., (2003) Modeling Action Research: Reflections From a Self-Study https://files.eric.ed.gov/fulltext/EJ842413.pdf Clare Kosnik & Clive Beck (2000) The action research process as a means of helping student teachers understand and fulfil the complex role of the teacher, Educational Action Research, 8:1, 115-136, DOI: 10.1080/09650790000200107, https://doi.org/10.1080/09650790000200107 Carroll, A. J., & Klipfel, K. M. (2019). Talent, Schmalent: An Instructional Design/Action Research Framework for the Professionalization of Teaching in Academic Libraries. Journal of Academic Librarianship, 45(2), 110–118. https://libproxy.library.unt.edu:2147/10.1016/j.acalib.2019.01.009 Chung, P., Yeh, R. C., Chen, Y., (2015) Influence of problem-based learning strategy on enhancing student’s industrial oriented competencies, learned: an action research on learning weblog analysis, https://link.springer.com/content/pdf/10.1007%2Fs10798-015- 9306-3.pdf Chung, Y. B., & Yuen, M., The Role of Feedback in Enhancing Students’ Self-regulation in Inviting Schools, https://files.eric.ed.gov/fulltext/EJ974510.pdf DeMott, D., (n.d.) Teacher Research Could Change Your Practice, http://www.nea.org/tools/17289.htm Glassman, M., Erdem, G., & Bartholomew, M. (2013). Action Research and Its History as an Adult Education Movement for Social Change. Adult Education Quarterly, 63(3), 272– 288. https://libproxy.library.unt.edu:2147/10.1177/0741713612471418 Harland, T. (2003). Vygotsky’s Zone of Proximal Development and Problem-based Learning: linking a theoretical concept with practice through action research. Teaching in Higher Education, 8(2), 263. https://libproxy.library.unt.edu:2147/10.1080/1356251032000052483 Kuo, N., 2015, Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education, https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1101&context=ie Sagor, R (2018), Guiding School Improvement with Action Research https://books.google.com/books?hl=en&lr=&id=W5VRDwAAQBAJ&oi=fnd&pg=PP1& dq=guiding+school+improvement+with+action+research&ots=kZD7C-
32 xVwR&sig=c9YggFGhMPlhpvWz0yqF1yYZZ7s#v=onepage&q=guiding%20school%2 0improvement%20with%20action%20research&f=false Salehi, F., & Yaghtin, A. (2015) Action Research Innovation Cycle: Lean Thinking as a Transformational System, https://doi.org/10.1016/j.sbspro.2015.04.891 Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31–38 Schrader, D. E. (2015). Constructivism and learning in the age of social media: changing minds and learning communities. New directions for teaching & learning, 2015(144), 23–35. https://doi.org/10.1002/tl.20160 Spencer J, (2017) Short description of action research, https://www.youtube.com/watch?v=Ov3F3pdhNkk Thompson, K. (n.d.) What is online course quality? Retrieved from http://ofcoursesonline.com/wp-ntent/uploads/2008/06/thompson_onlinecoursequality.pdf © Pradeepika Samaranayake
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