Action research in education: a set of case studies?

Bondía, María José Sáez; Gracia, ́Ángel Luis Cortés

doi:10.1080/09650792.2020.1866631

Cited by 14 publications

(7 citation statements)

References 32 publications

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“…We believe that research in educational settings should be motivated by the intention to improve participants' existing conditions [46][47][48]. As such, we subscribe to the main tenets of action research according to which the aim of a research project is practical.…”

Section: Discussionmentioning

confidence: 99%

Is Initial Performance in a Course Informative? Machine Learning Algorithms as Aids for the Early Detection of At-Risk Students

et al. 2022

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The extent to which grades in the first few weeks of a course can predict overall performance can be quite valuable in identifying at-risk students, informing interventions for such students, and offering valuable feedback to educators on the impact of instruction on learning. Yet, research on the validity of such predictions that are made by machine learning algorithms is scarce at best. The present research examined two interrelated questions: To what extent can educators rely on early performance to predict students’ poor course grades at the end of the semester? Are predictions sensitive to the mode of instruction adopted (online versus face-to-face) and the course taught by the educator? In our research, we selected a sample of courses that were representative of the general education curriculum to ensure the inclusion of students from a variety of academic majors. The grades on the first test and assignment (early formative assessment measures) were used to identify students whose course performance at the end of the semester would be considered poor. Overall, the predictive validity of the early assessment measures was found to be meager, particularly so for online courses. However, exceptions were uncovered, each reflecting a particular combination of instructional mode and course. These findings suggest that changes to some of the currently used formative assessment measures are warranted to enhance their sensitivity to course demands and thus their usefulness to both students and instructors as feedback tools. The feasibility of a grade prediction application in general education courses, which critically depends on the accuracy of such tools, is discussed, including the challenges and potential benefits.

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Section: Discussionmentioning

confidence: 99%

Is Initial Performance in a Course Informative? Machine Learning Algorithms as Aids for the Early Detection of At-Risk Students

et al. 2022

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“…While case-studies were originally designed for the classroom, our case-studies were conducted on-site (at the case study company's location), an expansion of the learning environment which is often dismissed (Sommarström et al, 2017). Due to the nature and goals of this study, the approach could from a preliminary glance be defined as either a set of case studies (multi-case study) or action research -a distinction educational researchers are still working on (see Sáez Bondía & Cortés Gracia, 2022), since case studies have often been used as an umbrella term, and numerous classifications and methodological considerations tend to overlap and have complementary goals and functions. We define this study as a multi-case study approach based on two rationales, namely that (1) the nature of action research's reflective cycles is not present in our study, and (2) the phases of research in a case study are more appropriate in how this study was conducted.…”

Section: Methodsmentioning

confidence: 99%

Collaborative problem solving: A pedagogy for workplace relevance

Halttunen,

Dragin-Jensen,

Kylänpää

et al. 2023

NJVET

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Collaborative problem solving (CPS) is a widely used pedagogical approach in work-based learning. To facilitate the complex process of situated learning, researchers have emphasized the need for scaffolding to enable learning of skills while engaged in problem-solving. While CPS as a pedagogical practice has mainly been examined in classroom situations, a research gap exists in studies of CPS in real-world contexts. In this study, we contribute to the understanding of CPS by examining the contextual characteristics that shape students’ and teachers’ experiences in situated learning. Consequently, we present a multi-case study to investigate involvement of a business professional as a source for scaffolding on site, in a hotel business environment. We employed a qualitative, multi-case methodology in the study. An ill-structured, real-world problem of food waste in the hotel service sector was presented to students (N = 72) and their accompanying teachers (N = 9) from second and tertiary education. They were provided with access to expert knowledge and opinion by industry professionals (N=5) on site. We collected data via observations, interviews, and questions from the involved stakeholders in three physical locations in Denmark and in Finland. Additionally, we documented their experiences using an online collaboration tool in each case. Despite the scaffolding provided by the business professionals, students underused the resources available for their learning in the extended learning environment. Students benefited from guided exploration of the problem space, structured feedback, and teacher interventions, resulting in improved perspective taking, participation, social regulation, task regulation and knowledge building.

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“…Case study research design can provide an understanding of real-life classroom situations (Sáez Bondía & Gracia, 2022). For this study, we conducted a case study research design in the microbial analysis techniques course at the Biology Study Program, Universitas Islam Negeri Maulana Malik Ibrahim Malang.…”

Section: Methods Research Designmentioning

confidence: 99%

Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory

Saefi,

Adi,

Rahmasiwi

et al. 2023

JPBI

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Laboratory course activities often focus on "cookbook style," so their activities have not yet integrated with scientific thinking as an essential aspect. In this research, the laboratory experience of microbial analysis techniques was redesigned using alternative inquiry to involve students in isolating and characterising yeast to make the bread rise. This research aimed to determine the effect of implementing inquiry-based laboratory experiences on improving students' technical skills and the structure and characteristics of laboratory courses. The method used a single case study to obtain a complete picture regarding implementing laboratory course redesign. Laboratory experience activities consisted of pre-laboratory (reinforcement of theory) and investigation (preparation of methods, laboratory investigation activities, data analysis and presentation, and writing written reports). Overall, our results suggest that inquiry-based laboratory experiences can improve students' microbial analysis technique skills in strong collaboration. In addition, students considered several benefits from this learning, such as developing designs and conducting laboratory investigations close to the original context. With these results, educators can use the redesign of this laboratory course without applying full "course-based undergraduate research experiences" to students.

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Action research in education: a set of case studies?

Cited by 14 publications

References 32 publications

Is Initial Performance in a Course Informative? Machine Learning Algorithms as Aids for the Early Detection of At-Risk Students

Is Initial Performance in a Course Informative? Machine Learning Algorithms as Aids for the Early Detection of At-Risk Students

Collaborative problem solving: A pedagogy for workplace relevance

Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory

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