Action Research Critique

Evaluation of an Action Research Report

Cornelia Ross

EDU 671 Fundamentals of Educational Research

Dr. Kathleen Lunsford

May 11, 2015

Area of Focus

          The teacher-researcher in this report focused on how technology may increase the learning and enthusiasm potential of students in her science class. The teacher is interested to find out if the addition of technology will improve learning for her students and if it will impact the student’s enthusiasm for learning science. The teacher is also interested in how this teaching strategy affects student perception of studying science at home.

Research Question

          The teacher-researcher wants to know if the student’s interest in learning science improves with the use of technology.

How does the use of technology in the science course affect student’s enthusiasm for learning science? 

Locus of Control

          The teacher-researcher decided to use the seventh period class for her study in order to improve control of the study by ensuring that the equipment needed would be available for her class. The researcher has the equipment and the ability to introduce multimedia technology into her classroom. I believe her choice to use the seventh-period was spot on because she decreased the time students would be busy returning the equipment during class. In this way, students could return the equipment after class leaving time to learn.

Data collection

          The data collected for this sample research project was of a qualitative nature using survey questionnaires and observation. Data was collected to determine the student perception of science learning prior to introducing the technology. Data was also collected during the course of the study by the student researcher to determine if problems with what Hollis (1995) terms, content difficulties or group friction would not be “confused with loss of enthusiasm for technology” (p.4). Other data was collected to discern a lack of interest in science at home versus school. A difference was noted between parent’s answers and student’s answers, which were explained by Hollis in terms of perception in regards to the question between parent and student. Parents indicated that the children relayed more information about science later in the school year versus the beginning of the school year the students did not connect this with doing science at home. I can see the challenge Landrum (2013) mentioned, a researcher will have to make sense of verbal responses. Hollis took her qualitative data and presented it in a numerical fashion of percentage points to clarify her findings. Data was collected from three sources: 1) through the observation of the teacher-researcher, 2) via pre and post surveys of parents, 3) through pre and post surveys of students.

          Hollis (1995) states that the data for the study was generated at several points in the school year the beginning, the middle, and the end of the year to show student attitude towards learning science.  The data collection process is detailed in the authors report.

Ethics

          I was unable to determine much in terms of ethical consideration by the author but noted that Hollis assured the anonymity of individual students and parents participating in the study were kept confidential. The teacher-researcher also noted her reasoning for triangulation in data collection was to reduce the eventuality of error and eliminating bias by the researcher. There was no mention of consent forms or the presence of possible harmful effects in this study.  Informed consent lets participants in the study enter of their own free will (Mills, 2014).

Reflective Stance

          The teacher-researcher reported her findings and related the outcomes of the collected data with her research question, which was about the student’s enthusiasm for science learning when applying technology to teaching. The researcher correlated that the use of the multimedia technology translated to increased enthusiasm for science learning. She then took action in that she taught other teachers how to apply the software program for their classes.  Not only did the study show an increase in enthusiasm for the students but the teacher reflected on how her attitude towards teaching had changed because of this study. On reflection, the researcher also noted the applicability of the multimedia computer technology for all core curricula. Hollis (1995) noted the importance of the availability of computers and software to students and teachers in school and at home.

Action

          The teacher-researcher taught two classes on the use of HyperStudio to twenty-one teachers and teacher aides. She had help from seventeen of her study group students, which shows an increase of the level of engagement she has created in these students in school. One student utilized the program to develop a math fair project and won an award.

Action-Data Connection

          The action plan was to introduce multimedia computer technology to science learning. The goal was to increase student enthusiasm in science learning. Before the introduction of the technology, data was collected to determine the interest of students in science learning via surveys presented to students and parents. A second survey was given after six weeks to show the before and after perceptions of science learning in students. A third data collection tool was the observation throughout the study by the researcher. The researcher collected appropriate data via survey questions to gain understanding of the level of engagement and enthusiasm the students exhibited. The research also provided an explanation for survey data that could answer fluctuations in the enthusiasm for science learning due to working in groups or another type of problem not related to the technology. The data shows pre and post study findings and notes the personal comments made by students and parents that the integration of technology had an effect on increasing enthusiasm in science learning.

Reflection - Learning

            The teacher-researcher in the sample action report showed me the importance of looking at how data can be interpreted. I have to be cautious about the process of collecting the data but also the questions I ask to assure the data valid to my research study. I learned what impact a research study can have on students but also what impact it can have for the teacher-researcher. Hollis (1995) stated that the active research study “rekindled my excitement for teaching” (p. 9).

          The evaluation process helped me to view each step of a study in detail even though the format differs the process is still the same. Taking a look at someone else’s research and studying the results made me realize the effects a study can have on an organization. Because of her study Hollis expanded the use of technology into other fields of study and improved curriculum presentation for future learners. I would hope that other teachers through this study now realize the importance of action research.

Reflection – Application

          This study showed me how to report my action research as a story and to present all facts good or bad. Because my research proposal also includes the application of qualitative data I want to make sure that I ask the right questions in order to achieve the real answers to the question I am posing for the study. The survey for the employees should have several questions relating to how they perceive their job performance before and after the study. I think it is also a good practice to give the employees the opportunity to relay what they want to say by letting them write comments in their words. I am also thinking about the limited time I have to do research, but now realize how important it is to research the way we teach. As Martell (2014) says in the conclusion of the study on action research, it is important build a network by connecting teacher researcher to provide support.

References

Hollis, J. L. (1995). Sample action research report 1: Effect of technology in enthusiasm    for       learning science. Retrieved from            http://www.sagepub.com/mertler3study/resources/reports/88896_sr1.pdf

Landrum, R. E.  (2013). Research design for educators: Real-world connections and applications.            San Diego, CA: Bridgepoint Education, Inc.

Martell, C. C. (2014). Action Research as Empowering Professional Development: Examining a   District-Based Teacher Research Course. Online Submission,

Mills, G. E.  (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA:    Pearson Education, Inc. 

Active Learning with Technology and Writing Study in the Workplace

Cornelia Ross

EDU 671 Fundamentals of Educational Research

Dr. Kathleen Lunsford

May 4, 2015

Intervention

          This study proposes to add active learning through gaming and constructive writing to training for employees to improve retention of new policies. Currently only absorb-activities are being presented to employees for training via a written document and a video presentation. The written document informs the employee of all the changes and the timeline for changes to take place. The video presents information such as how to build the new product. The videos are long and boring causing employees to lose focus during viewing. Active learning on the other hand would involve the participation of the employee.

          The first part of the intervention would involve a jeopardy game that would connect the viewed and read material to playing the game. Jeopardy is a popular television game show and can be easily constructed through PowerPoint. A grid presentation displays categories and several numerical values in each category. The players choose a numerical category and are presented with an answer. The contestants then have to think of the question that relates to the answer that was revealed.

          The second intervention would be creative writing for each employee on how they would apply the learned material in a life scenario. Each employee is given a scenario and they are tasked with explaining in writing how they would handle each situation. This process gives each employee time to consider the problem before actually being placed in a situation with a real customer. The purpose of the writing assignment is for employees to reflect on the changes in menu and policy and how these affect employee and customers.

Literature Review

            Active learning helps with the cognitive process for retention of educational materials. In a research study by Aljezawi & Albashtawy (2015) results showed support for active learning. The results showed a better attitude in student and” an improvement in thinking and writing” Aljezawi & Albashtawy (2015, p. 3). The idea is not to take away traditional learning but to add and thus enhance learning by adding active learning. The study showed that pauses in lectures would increase student engagement and Aljezawi & Albashtawy cite Hake showing that pre and post-test showed a significant improvement when interactive engagement as is done in active learning is added to traditional style education. The study reports that post tests show an increase in retention when compared with traditional teaching methods.

            Although the study by Gyllensten & Palmer (2014) relates to confidence and job coaching, the study applies here because improved knowledge leads to improved self-efficacy.  The improved attitude can be explained by the self-efficacy of an employee, due to the enriched training. Gyllensten & Palmer (2014) report that employee confidence translates to an increase in job performance.

            The use of several different methods as a teaching strategy to improve learning can help student retention, which Čonková (2013) explains in her study. The study showed positive results for a combined traditional training and e-learning setting states Čonková. Students showed a preference for the combined teaching method of Čonková’s study over the other methods use in the study.

Benefits

            The population of this study, are currently employed with the company. The age range of the participants spans from 17 to 50. The sample is comprised of ten employees, three are female and seven are male. Two employees are under 20, seven are under 30, and one is aged 50. The population includes three foreign workers, two of which have legal residence and one has achieved citizenship. One employee is a head of household providing for a family of six including himself. Three participants work full time and support themselves and others, while seven of the participants live with family and do not pay for support.

             Eight of the participants are currently enrolled in school, one in high school and seven in college classes. Four of the study subjects are part time employees and the remaining six are employed on a full time basis. The tenure of employees range from three month to seven and a half years. Three have been employed approximately for nine month, two for less than nine month, three for approximately 3 years, one for four and one for more than seven years. While the full time and tenured employees have the advantage of experience, the part time employees can benefit by the added training techniques.

            These part time employees have about half of the chance for practice. They feel uncomfortable because they lack experience. The added training will help employees to gain self-efficacy, because they will be able to converse with customers of their knowledge. The full time employees will gain freedom and time to do other pertinent jobs because they are less likely to look for job aids and managers to answer questions. The job experience will improve for all participants including management. The company will benefit because customers are helped in more productive fashion.

Intervention Plan

            Each quarter there is a new deployment with new menu items and policies. Training materials are usually downloaded to the individual stores four weeks before the deployment date. At this point the employees will start the training as usual with watching the video and reading the deployment guide. This all takes place in the first week of training. Each employee will receive a chance to complete a test at the end of week two in order to gage knowledge before the added active training is completed.

            The second week the employees will be split into two groups. One group then will continue to discuss the things they find interesting about the deployment and ask questions in regards to items they do not understand. The second group will be split into groups of two in week two in order to compete against each other in the jeopardy game. Each group will have a chance to complete the jeopardy game.

                         In week three the study group will continue their training with creative writing that will be guided by giving several scenarios that needs to be answered. This could be a number of customer service scenarios involving the new policy or menu item and the employee would write their solution in a short story. The different answers would then be discussed to connect the material with their solutions.

            In week four, the week before the deployment both groups would take a posttest to determine if there is a difference in retention. In week five and six observations and survey would be conducted by members of the management team.

.

Philosophy

            As educators it is our responsibility to teach and assure we take every possible step to ensure we facilitate learning to as many students as possible. I do not prescribe to just one learning theory, I believe that all leaning theories have validity. Each situation and context determines it’s theory so to speak. If I would have to pick one theory, I would choose the constructivist theory. We construct our knowledge by relating new information and assimilating it with what we already know.

            Our social interactions and what we read and write shapes our knowledge. As we go about our daily lives we construct and compare old knowledge with new knowledge. In the instance of the creative writing for this study the employee will construct his statement from what he has learned and add his previously acquired knowledge to his/her answer

Social Principles

            Educators have the means to narrow the gap of education. As educators it is our responsibility to achieve an equal playing field for all students.  We have the means to adjust our teaching strategies to fit student learning. Students may have disabilities and it is up to us to adjust the teaching strategy to accommodate those disabilities. This study does not involve persons with disabilities, but due to the nature of the stressful work environment and the fact that some employees are only employed part time the added instruction will help to decrease the educational gap in the work environment.

            Training time is limited, thus the proposed intervention will help because it can be used at any time during regular scheduled shifts. The budget for stores only receive two hours maximum for training all employees on new deployment materials, which is not nearly enough to teach the materials presented. Adding the game and writing to the employees regular scheduled time will not cost extra time, and the all involved parties will benefit.

Harm

The benefits outweigh the harm for this study, because cautions are taken to assure everyone’s privacy. Results will show only group information and will not reveal any one individuals data. Employees will benefit because they will feel more confident in their knowledge and gain self-efficacy. In their study on employee confidence Gyllensten & Palmer (2014) noted that often times knowledge was present but the employee lacked confidence to utilize the knowledge. The writing scenario will enable employees to practice solving problems before they are confronted with a real situation.  Employees would before the study begins sign a consent form and they would be informed of their ability to exit the study at any time.

Protection

            The study will require to have a pre-test and a post-test. The tests will be divided into two groups but there will be no markings for individual tests. This will keep the anonymity of each participant and only group scores will be revealed. The post observations will be done by the management staff to eliminate bias. These evaluations are already part of procedural policy so employees will expect them. Individual results will be discussed with only the employee in question as is policy. The only scores published are the scores of the groups, not individual scores.

            Participants of the study will be asked to complete a survey on surveymonkey.com the results will be anonymous and thus no individual will be singled out. The survey should reveal the perspective of the employees to the training.

Bias

            Observations will be done by two management member, who will have a checklist to check off the items the employee passed. This is not a new practice and it will show me the employee engagement. At the end of the study in week six the employees will take a participant survey on surveymonkey.com in regards to their perception of the training. This survey will be anonymous and confidential. Test will be graded by me but it will not have any distinguishing features for me to identify the individuals. The tests will be grouped by control or participant group.

            The individual anonymity with tests will help with staying unbiased. Keeping only group records will help to see the larger picture of the study rather than focusing on individual subjects. Having members of the management team continue to do the observation will also limit bias, because the other managers are not involved in the study.

Data Collection Procedures

Research Questions	Data Collection Tool			Why this tool? Justify its use in your study. How does it match to what you are attempting to find and to measure?	How is data collected?	When is data collected?
1. How will the inclusion of interactive technology used during training improve employee productivity	1 Observation	2	3	The question must be answered through observation. This question can only be answered once the new policies are in place and the management team observes the employees implementation.	Members of the management team will use the company checklist to establish employee knowledge.	The observations are completed in week five.
2. How does employees’ exploratory writing help to impact the quality of student learning		Pretest And Posttest		Pretests and posttests will give me quantitative data to see the impact in the quality of student learning. The difference between the control group and the study group should show a difference in the improvement from the pre to the post test.	The tests will be administered by the researcher. No identifying markers will be on the test except for which group the employee belonged to.	Pre-test are administered in week two and the post-test will commence in week four.
3.  How will the inclusion of technology training for review of updated practices help student perception of job performance?			Survey	The question needs a first-hand account, thus the qualitative nature of the question needs a questionnaire.  Only the employees can answer if they feel more confident after the training.	The participants will be given a link to surveymonky.com so they can answer questions in regards to their perception of the training	Participants will do the survey in week five and six.

References

Aljezawi M, Albashtawy, M. (2015). Quiz game teaching format versus didactic lectures. British  Journal of          Nursing [serial online]. 2015;24(2):86-92. Available from: CINAHL with Full          Text, Ipswich, MA.          Accessed April 15, 2015

Čonková, M. (2013). Analysis of Perceptions of Conventional and E-Learning Education in         Corporate          Training. Journal Of Competitiveness, 5(4), 73-97

Critchley, K. (2012). Managing Change. British Journal Of Medical Practitioners, 5(3), 40-43.

Gyllensten, K., & Palmer, S. (2014). Increased employee confidence: A benefit of coaching.         Coaching          Psychologist, 10(1), 36-39.

Hearns, M., Miller, B., & Nelson, D. (2010). Hands-on learning versus learning by demonstration at three            recall points in university students. OTJR: Occupation,      Participation & Health, 30(4), 169-171.          doi:10.3928/15394492-20090825-01

Hake, R. (1998). "Interactive-Engagement Vs. Traditional Methods: A Six-Thousand-Student Survey Of          Mechanics Test Data For Introductory Physics Courses." (1998): ERIC. Web. 2 May 2015

Hung, D. (2001). Theories of Learning and Computer-Mediated Instructional Technologies.         Educational     Media International, 38(4), 281-287. doi:10.1080/

Linton, D. L., Pangle, W. M., Wyatt, K. H., Powell, K. N., & Sherwood, R. E. (2014).      Identifying Key          Features of Effective Active Learning: The Effects of Writing and Peer        Discussion. CBE Life Sciences          Education, 13(3), 469–477. doi:10.1187/cbe.13-12-0242

Hake, R. (1998). "Interactive-Engagement Vs. Traditional Methods: A Six-Thousand-Student Survey Of          Mechanics Test Data For Introductory Physics Courses." (1998): ERIC. Web. 2 May 2015

Techniques for Improved Learning

Combining Teaching Techniques for Improved Learning

Cornelia Ross

EDU 671 Fundamentals of Educational Research

Dr. Kathleen Lunsford

April 27, 2015

Area of Focus

            The purpose of this study is to increase employee learning and improve productivity. Previous literature by Aljezawi, & Albashtawy (2015) explain that active learning through technology games can facilitate a change in improving education for employees. In the past employee training has been intermittent and limited to video watching and reading of training materials. Introducing active learning through writing, say Linton, Pangle, Wyatt, Powell, and Sherwood (2014), have shown to improve education by promoting metacognition.  Implementing teaching methods to improve learning can help to progress positive perception of employees about their abilities to perform tasks, improve employee training, and employee productivity.

Problem Statement

            The problem is that traditional training at the company includes video presentations and a reading activity of policy changes, which does not address all learners’ abilities to learn. Training time is limited, and the current training methods are not achieving the results needed to achieve great customer service. Two absorb activities do not give employees time and ability to retain the presented information. It can take up to three weeks after implementation before employees become efficient in new policies. Customers are frustrated because employees do not have the knowledge to answer the questions they posed. In turn, employees feel uneasy about answering questions since they do not recall the information.

            The absence of employee knowledge can be translated into a loss in revenue, frustration in the work environment, and shortage of motivation. Performance during the first three weeks of changed policies is nonexistent because the time-consuming efforts to find the information cause delays. 

Problem Outline/Background

.           Employee confidence was reported by Gyllensten & Palmer (2014) to increase job performance. The inability to answer customer questions has caused distress and frustration to employees and management. Employees are not motivated to help customers because they lack the confidence in understanding the new options for customers. Employees waste time having to look up the information they should know, which causes service delays and customer frustration.

The knowledge gap causes the employees to make mistakes, which causes a loss in revenues and reprimands from management. The cycle continues to increase frustration for the employee and decrease in motivation.

            Employee job satisfaction declines due to decreased job performance and conflicts with customer and management. Since employees must learn new practices every two to three month, it is essential that training and retention should take no longer than one week. Currently, it is taking employees up to four weeks to come up to speed, which means that as soon as they have a grasp of the practices it is almost time to switch gears and learn new policies. The constant change and the feeling of just having learned one set of rules, when it is already time to change again, can make employees uneasy. Everyone has an individual comfort level and being pushed beyond the level of comfort explains Critchley (2012) can make people feel uncomfortable. Critchley also expounds on people feeling embarrassed, silly, and ashamed when they fail to achieve expectations. The fear of failing is a stressor that contributes to the problem.

Problem Prior Interventions

Previous interventions have achieved some success, such as meetings and do-activities. Meetings allowed employees to connect learning, but not for long-term retention. The do-activities consisted with making and tasting the new food helped with long term retention; this was also established by Hearns, Miller, and Nelson (2010). This learning strategy although somewhat useful was very time-consuming and costly. Because half of the population also attends school having a central meeting for all employees is difficult to achieve. Using several different methods to apply learning can help student retention as Čonková (2013) in her study brings to light. Students showed positive results in a combined traditional training and e-learning setting states Čonková. Students in Čonková’s study preferred the combined teaching method over one or the other.

Participant Description

Participants in this study are current employees. The age range of the subjects is 17 to 50. Two of the participants in the study are under 20, and one of those persons is currently still in high school. Three of the subjects are high school graduates, and six are currently enrolled in college courses. Six of the participants are between the ages of 20 and 24. Three of the subjects are in the age range of 25 to 30.  Three participants are female, and seven are male. Three speak English as their second language. The employee tenure ranges from three month to seven and a half years. Three have been employed approximately for nine month, two for nine month, three for nearly three years, one for four, and one for more than seven years. Only one of the participants did not hold a previous job, and all other participants had at least one prior job experience in customer service.

Participant Justification

            The diversity in the current store employee make-up makes this study population a good fit. The chosen participants make up the stores employee asset and can be regarded as a typical representation of any of the other locations. Most other location’s employee base  have the same range of high school students to  college students, with employees that have graduated high school and without a higher degree. The food service industry also often hires foreign workers, again making this population preferable in depicting an average company employee make-up. Employees have a wide range in age, and both genders are represented in all aspects of the population markers.

Research Questions

·         How will the inclusion of interactive technology used during training increase employee productivity?

·         How does employees’ exploratory writing help to impact the quality of student learning?

·         How will the inclusion of technology training for review of updated practices improve student perception of job performance?

References

Aljezawi M, Albashtawy, M. (2015). Quiz game teaching format versus didactic lectures. British  Journal of Nursing [serial online]. 2015;24(2):86-92. Available from: CINAHL with Full          Text, Ipswich, MA. Accessed April 15, 2015

Čonková, M. (2013). Analysis of Perceptions of Conventional and E-Learning Education in         Corporate Training. Journal Of Competitiveness, 5(4), 73-97

Critchley, K. (2012). Managing Change. British Journal Of Medical Practitioners, 5(3), 40-43.

Gyllensten, K., & Palmer, S. (2014). Increased employee confidence: A benefit of coaching.         Coaching Psychologist, 10(1), 36-39.

Hearns, M., Miller, B., & Nelson, D. (2010). Hands-on learning versus learning by demonstration at three recall points in university students. OTJR: Occupation,      Participation & Health, 30(4), 169-171. doi:10.3928/15394492-20090825-01

Hung, D. (2001). Theories of Learning and Computer-Mediated Instructional Technologies.         Educational Media International, 38(4), 281-287. doi:10.1080/

Linton, D. L., Pangle, W. M., Wyatt, K. H., Powell, K. N., & Sherwood, R. E. (2014).      Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer        Discussion. CBE Life Sciences Education, 13(3), 469–477. doi:10.1187/cbe.13-12-0242

Analyzing and Support for Study

Analyzing Related Literature to Support a Study

Cornelia Ross

EDU 671 Fundamentals of Educational Research

Dr. Kathleen Lunsford

April 20, 2015

Analyzing Related Literature to Support a Study

            To gain insight into an area of focus it is wise to perform some early literature research. Mills (2014) notes that literature research can help to narrow an area of focus, help with research questions, gaining keywords for searching previous studies, help with eliminating mistakes, and helps to substantiate a study proposal. Finding reliable sources however, is not as easy as entering search terms into the Google search engine. The internet has a vast amount of information, and it is important to find credible sources to help validate a study proposal. Analyzing related literature can be accomplished by checking the author’s credentials with the help of Barker’s (2012) checklist, investigate the URL, what is the affiliation of the author to the organization and what is the credential of the organization, why was the article put on the web,

Web search

APA Citation	Emig, J. (1977). Writing as a mode of learning. College composition and communication, Vol.28, No.2(May,1977), pp.122-128
Source Type	Journal article – College Composition and Communication
Annotation	Connects writing with learning theories. Detailed description of how writing connects to learning showing the differences in language application to reading, and listening.

APA Citation	Thaiss, C., & Zawacki, T. M. (2006). Engaged writers dynamic disciplines.Engaged writers dynamic disciplines.
Source Type	book
Annotation	A research study in academic standard of writing and individual variations. Students account on how they learn.

APA Citation	Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Source Type	Journal
Annotation	Article on competition-based learning, includes results of student survey

APA Citation	Means, B. (2010). Technology and education change: Focus on student learning. Journal of Research on Technology in Education, 42(3), 285-307.
Source Type	Journal
Annotation	Research to inform about technology application. Importance of collaboration between teachers. Classroom management to improve learning.

APA Citation	Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284.
Source Type	Journal
Annotation	Discusses the teacher rather than the student. Teacher’s confidence in technology. Pedagogical belief system of the teacher and the implementation of technology.

Library search

APA Citation	Wilson, L. E., & Sipe, S. R. (2014). A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom. Journal Of Legal Studies Education, 31(1), 89-105. doi:10.1111/jlse.12010
Source Type	Academic Journal
Annotation	A study for comparing traditional pedagogical teaching application to active learning. Results showed that active learning classrooms do not show improved learning. More study over time is needed.

APA Citation	Lumpkin, A. L., Achen, R. M., & Dodd, R. K. (2015). Student Perceptions of Active Learning. College Student Journal, 49(1), 121-133.
Source Type	Academic Journal
Annotation	Compares passive learning of lectures to active learning in writing. Asking probing questions for short writing assignments helps students to think about the material.

APA Citation	Wolfson, N. E., Cavanagh, T. M., & Kraiger, K. (2014). Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer. Academy Of Management Learning & Education, 13(1), 26-44. doi:10.5465/amle.2012.0056
Source Type	Academic Journal
Annotation	Discusses technology based learning and age. Discusses cognitive changes with age. Reduced working memory in older adults. Discusses application for technology based learning.

APA Citation	Aljezawi M, Albashtawy M. Quiz game teaching format versus didactic lectures. British Journal Of Nursing [serial online]. 2015;24(2):86-92. Available from: CINAHL with Full Text, Ipswich, MA. Accessed April 15, 2015
Source Type	Journal
Annotation	A comparison study for traditional lecture learning and Jeopardy-style game format. Students in the Jeopardy-style format had a higher retention rate. On the evaluation survey the Jeopardy-style students noted a more positive perception

APA Citation	Burrows, V. A., MccNeill, B., Hubele, N. F., & Beellamy, L. (2001). Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing. Journal Of Engineering Education, 90(4), 661-667.
Source Type	Journal
Annotation	Students were assigned to utilize reflective journals. Journaling was voluntary; findings showed students use of journal improved test scores.

Source Selection

The two articles I chose were, “Quiz game teaching format versus didactic lectures”, which I retrieved from the Ashford library, and “Technology and education change”, retrieved from Google scholar. Both articles chosen are studies and are featured in educational journals. Each article addresses the focus of the study and seems to add value to help substantiate the proposed action. Barbara Means received her doctorate from Berkley and is the Director at the Center for Technology in Learning. Both Aljezawi and Albashtawy, have credentials as Assistant Professor and Associate Professor, and the article was peer reviewed. This literature will contribute value to the study, since Jeopardy is one of the proposals to add to the curriculum.

Learning

            Google Scholar made it harder to search for articles to help substantiate the study, but it helped with the search in the Ashford University library. Articles found in Google were more difficult to analyze for inclusion. Once I found the articles on Google, I entered the title into the search engine in the school’s library to analyze it further. Google shows a broader array of literature this can help with re-evaluating research questions and finding more key terms. Keeping research organized through a matrix is very helpful, since the annotations help to clarify why the article was chosen. When I first started out doing research for assignments during my Undergraduate Program I never took notes about my articles and just kept the references. This method made it hard for me to go back and remember what article added value to what idea. I would have to read some articles more than twice to remember why I saved it in the first place. I later started making a list, but I like the matrix for organizing.

Adaptations

            While the internet has a wealth of knowledge it may not always be accurate. It is important to include sources, which are credible. In order to know that a source is credible it is important to do some research on the source itself. The provided checklist by Barker (2012) can help with this process. The web search can provide more key words and help to narrow the focus for studies. I intend to use this checklist as a guide for future studies, when I will no longer have access to the AU library.

Application

The information I found will help to substantiate the course of action I proposed for my studies. One of the studies has similarities to my proposed study. I can research the literature provided in the study to gain more insight into the issue and proposed solutions.  The second study reported by Means (2010) helps to provide information, which reports that technology itself does not teach but classroom management and teachers must operate well to help facilitate student learning.

References

Aljezawi M, Albashtawy, M. (2015). Quiz game teaching format versus didactic lectures. British  Journal of Nursing [serial online]. 2015;24(2):86-92. Available from: CINAHL with Full          Text, Ipswich, MA. Accessed April 15, 2015

Barker, J.  (2012).  Evaluating web pages checklist.  The Regents of the University of California.  Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/webeval  QuestionsToAsk.pdf

Means, B. (2010). Technology and education change: Focus on student learning. Journal of          Research on            Technology in Education, 42(3), 285-307.