Assignment 3 | Critical Analysis (Individual)

 

The purpose of Assignment 3 is to bring together your learning in this course and demonstrate your ability to critically read and write about research as presented by the authors in an academic article. There are two parts to this assignment. For part one, you will select one article from the section of the list titled: Learning-Theory Articles and provide an essay describing the core elements of the theory as discussed in the article, how it informs or underpins the design of learning, and some of the key perspectives the author(s) shares about the theory. For part two, you will select one article from the section of the list titled: Research Articles and provide a critical analysis of the article. As we have discussed in class, a critical analysis of a research article provides the reader with a critical summary and discussion of a research study as presented by the author(s) of the article (who are also the authors of the research). Your summary/discussion should include reference to: the research question; a summary of the context for the study, an overview of the literature review that the author(s) conducted; the theory that frames the research (if applicable); whether the research was primary or secondary; a brief description of the research methods used in the study (qualitative, quantitative or mixed); a summary of the findings of the study; and what the results indicate or infer. Your critical comments should be integrated into your summary/discussion and should be based on the class discussions of what a critical comment entails.

Specific requirements: You may not select articles that you used for Assignment 2. Parts one and two each constitute a separate essay; however both essays are to be submitted in one document titled Assignment 3. Please put the citation for the journal article you have selected in APA format at the top of each essay. As you are writing about the selected article, it is not expected that you will bring in outside references, however, if you do, please ensure that you cite/reference them correctly within the essay and include the full reference at the end of each essay.  The essay for part one should be be approximately 750 words and the essay for part two approximately 1,000 words (not including the article citation, reference section, and title page) and be double spaced. You are expected to adhere to APA standards for formatting, citations, and references.

Submit: To the Assignment 3 dropbox in Moodle.

Value: 40%

Rubric for learning theory essay
Provide an essay describing the core elements of the theory as discussed in the article, how it informs or underpins the design of learning, and some of the key perspectives the author shares about the theory.

Course Learning Outcome/Assessment Criteria Excellent
(A+ to A)
Proficient
(A- to B+)
Satisfactory
(B to B-)
Unsatisfactory
(F)
Citation and APA format All citations and APA format are correct. Most citations and APA formatting are correct. Some citations and APA formatting are correct. Citations and APA formatting are not correct.
Style, Grammar, Spelling All grammar and spelling are correct. Most grammar and spelling are correct. Some grammar and spelling are correct. Significant spelling and grammar errors.
Learning Outcome A
Describes the meaning and importance of research.Assessment Criteria

  • Presents statements that are backed up with valid evidence.
  • Shows evidence of digital literacy skills.
  • Identifies terms and concepts important to research.
  • Demonstrates ability to synthesize, as well as summarize information.
  • Demonstrates appropriate writing for context and audience.
The topic selected is relevant and clearly stated.

The role and importance of research in relation to the topic are accurately stated.

The topic selected is mostly relevant and clearly stated.

The role and importance of research in relation to the topic are mostly accurately stated.

The topic selected is somewhat relevant and clearly stated.

The role and importance of research in relation to the topic are somewhat accurately stated.

The topic selected is not relevant and not clearly stated.

The role and importance of research in relation to the topic are not accurately stated.

Learning Outcome C
Explains different forms of research inquiry and their applicability and use.Assessment Criteria

  • Identifies an appropriate cross section of forms of research inquiry and provides appropriate citations to explain each form.
  • Searches for, identifies and challenges assumptions in own, peer, or professional opinion.
  • Explicitly and critically evaluates relevant assigned or available information; evidence and argument for reliability and authority.
  • Collects data and information in a manner that provides a comprehensive picture of perspectives.
  • Contributes to discussions and responds to questions and feedback from class members, sharing information to advance the collective knowledge of the team and/or class.
The author’s discussion of a particular theory and it’s relevance to learning and technology is critically summarized in terms of the definition of the theory.

Key argument(s) about relevance to learning and technology are described accurately.

Evidence or application of the theory is described accurately.

The author’s discussion of a particular theory and it’s relevance to learning and technology is mostly critically summarized in terms of the definition of the theory.

Key argument(s) about relevance to learning and technology are mostly described accurately.

Evidence or application of the theory is mostly described accurately.

The author’s discussion of a particular theory and it’s relevance to learning and technology is somewhat critically summarized in terms of the definition of the theory.

Key argument(s) about relevance to learning and technology are somewhat described accurately.

Evidence or application of the theory is somewhat described accurately.

The author’s discussion of a particular theory and it’s relevance to learning and technology is not critically summarized in terms of the definition of the theory.

Key argument(s) about relevance to learning and technology are not described accurately.

Evidence or application of the theory is not described accurately.

Rubric for research article analysis
The research question; the theoretical framework or underlying learning theory (if applicable); whether the research was primary or secondary; whether the research methods were qualitative, quantitative or mixed; a summary of the context; an overview of the literature review; a summary of the results and what you infer from the results; and, what you believe are the strengths and the weaknesses of the article.

Course Learning Outcome/Assessment Criteria Excellent
(A+ to A)
Proficient
(A- to B+)
Satisfactory
(B to B-)
Unsatisfactory
(F)
Citation and APA format All citations and APA format are correct. Most citations and APA formatting are correct. Some citations and APA formatting are correct. Few citations and APA formatting are correct.
Style, Grammar, Spelling All grammar and spelling are correct. Most grammar and spelling are correct. Some grammar and spelling are correct. Significant spelling and grammar errors.
Learning Outcome A
Describes the meaning and importance of research.Assessment Criteria

  • Presents statements that are backed up with valid evidence.
  • Shows evidence of digital literacy skills.
  • Identifies terms and concepts important to research.
  • Demonstrates ability to synthesize, as well as summarize information.
  • Demonstrates appropriate writing for context and audience.
The research question(s) are identified accurately.

The context of each article is described accurately.

The results of each article are stated accurately and include what the student infers from the results.

The research question(s) are mostly identified accurately.

The context of each article is mostly described accurately.

The results of each article are mostly stated accurately and include what the student infers from the results.

The research question(s) are identified somewhat accurately.

The context of each article is described somewhat accurately.

The results of each article are stated somewhat accurately and include what the student infers from the results.

The research question(s) are not identified accurately.

The context of each article is not described accurately.

The results of each article are not stated accurately and do not include what the student infers from the results.

Learning Outcome B
Develops arguments backed with evidence.Assessment Criteria

  • Provides evidence of argumentation; it is easy for the reader to identify the argument and the information to back up the argument.
  • Demonstrates evidence of digital literacy.
  • Provides evidence of effective collaboration.
  • Contributes in a clear and relevant manner.
  • Uses images and other media appropriately.
  • Organizes material coherently and concisely; it is easy for the reader to identify main points and follow the sequence of ideas and logic of the argument.
  • Presents legible, error-free material and conforms to APA formatting and citation conventions.
  • Participates in individual and team class activities in a manner that advances construction of collective knowledge within the course.
The literature review is described accurately and backed up with evidence. The literature review is mostly described accurately and backed up with evidence. The literature review is described somewhat accurately and backed up with evidence. The literature review is not described accurately and not backed up with evidence
Learning Outcome C
Explains different forms of research inquiry and their applicability and use.Assessment Criteria

  • Identifies an appropriate cross section of forms of research inquiry and provides appropriate citations to explain each form.
  • Searches for, identifies and challenges assumptions in own, peer, or professional opinion.
  • Explicitly and critically evaluates relevant assigned or available information; evidence and argument for reliability and authority.
  • Collects data and information in a manner that provides a comprehensive picture of perspectives.
  • Contributes to discussions and responds to questions and feedback from class members, sharing information to advance the collective knowledge of the team and/or class.
Identification of primary or secondary research is correct.

Identification of the type of research methods used is correct.

Strengths and weaknesses of each article are clearly presented and claims well supported.

Identification of primary or secondary research is mostly correct.

Identification of the type of research methods used is mostly correct.

Strengths and weaknesses of each article are mostly clearly presented and claims supported.

Identification of primary or secondary research is somewhat correct.

Identification of the type of research methods used is somewhat correct.

Strengths and weaknesses of each article are somewhat clearly presented and claims supported.

Identification of primary or secondary research is not correct.

Identification of the type of research methods used is not correct.

Strengths and weaknesses of each article are not clearly presented and claims not supported.

Learning Theory

Anderson, T. (2008). Chapter 2: Towards a theory of online learning (pdf). In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 45-74). Edmonton, AB: AU Press. Alternate Link [Ebscohost e-book database]

Gravani, M. N. (2015). Adult learning in a distance education context: Theoretical and methodological challenges. International Journal of Lifelong Education, 34(2), 172–193.

Hineman, J. M., Boury, T. T., & Semich, G. W. (2015). Technology-literate school leaders in a 1:1 iPad program and teachers’ technology self-efficacy. International Journal of Information and Communication Technology Education (IJICTE), 11(2), 68-79.

Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14-37.

Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 703-720.

Slagter van Tryon, P. J., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291–315.

Zawacki-Richter, O., Röbken, H., Ehrenspeck-Kolasa, Y., & von Ossietzky, C. (2014). Research areas in adult and continuing education. Journal of Adult and Continuing Education, 20(1), 68–86.

Research Articles

Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79.

Borokhovski, E., Bernard, R. M., Tamim, R. M., Schmid, R. F., & Sokolovskaya, A. (2015). Technology-Supported Student Interaction in Post-Secondary Education: A Meta-Analysis of Designed Versus Contextual Treatments. Computers & Education, 96, 15–28.

Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., & Dincer, G. D. (2015). Trends in distance education research: A content analysis of journals 2009-2013 (pdf). The International Review of Research in Open and Distributed Learning, 16(1), 330-363.

Brown, M., Hughes, H., Keppell, M., Hard, N., & Smith, L. (2015, November 2). Stories from Students in Their First Semester of Distance Learning. The International Review of Research in Open and Distributed Learning, 16(4).

Carneiro, R. & Draxler, A. (2008) Education for the 21st century: lessons and challenges, European Journal of Education, 43(2), pp. 149–160.

Cumming, T.M., Strnadova, I., & Singh, S. (2014). iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project. Action Research, 12(2), 151-176.

Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90–100.

Hineman, J. M., Boury, T. T., & Semich, G. W. (2015). Technology-literate school leaders in a 1:1 iPad program and teachers’ technology self-efficacy. International Journal of Information and Communication Technology Education (IJICTE), 11(2), 68-79.

Jung, I., & Suzuki, Y. (2015). Scaffolding strategies for wiki-based collaboration: Action research in a multicultural Japanese language program. British Journal of Educational Technology, 46(4), 829-838.

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective (pdf). Research in Learning Technology, 20(1).

Mills, L. A., Knezek, G., & Khaddage, F. (2014). Information Seeking, Information Sharing, and going mobile: Three bridges to informal learning. Computers in Human Behavior, 32, 324–334.

Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22(6), 449-457.