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Action Research Course

Melissa Longoria-Goonan:

EDLD 5315

Outline Assignment

 

1. What is the topic of your action research?

How to prepare the adult learner for online education.

 

2. What is the purpose of your study

To find the methods to help prepare adult learners.

 

3. What is your research question?

What do you need to prepare you for online classes?

 

4. What is your research design (Qualitative, Quantitative, or Mixed Methods)

I will use a mixed-methods research design approach.

 

5. Why did you choose this design

I choose this design approach due to it being the strongest—quantitative data for statistical significance combined with qualitative insights for practical implementation guidance.

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6. What data will you collect?

Quantitative Data Collection

Pre-Intervention Baseline:

  • Demographics (age, education, employment, family status)

  • Technology access inventory (devices, internet speed, software)

  • Digital literacy scores (pre-validated instruments)

  • Online learning readiness scale ratings

  • Self-efficacy measures for academic tasks

During Preparation:

  • Attendance/participation rates in preparation activities

  • Pre/post knowledge assessments on platform skills

  • Time spent in orientation modules

  • Help desk requests and resolution times

Post-Intervention Outcomes:

  • Course enrollment and completion rates

  • GPA/academic performance metrics

  • Platform engagement analytics (logins, time spent)

  • Assignment submission patterns

  • Retention through program completion

Qualitative Data Collection

Individual Interviews:

  • Perceived barriers and facilitators (pre/post preparation)

  • Learning experiences and confidence changes

  • Support system utilization and effectiveness

  • Technology comfort evolution

Focus Groups:

  • Peer interaction and community building experiences

  • Most/least helpful preparation components

  • Suggestions for program improvement

Document Analysis:

  • Reflection journals or learning logs

  • Help desk tickets and communication patterns

  • Instructor feedback and observations

Integration Points

Sequential Explanatory:

  • Use qualitative data to explain quantitative findings

  • Interview high/low performers to understand differences

Concurrent Triangulation:

  • Compare survey responses with interview themes

  • Validate quantitative trends through qualitative insights

Timeline Considerations:

  • Baseline: 2-4 weeks before preparation

  • Midpoint: During/immediately after preparation

  • Follow-up: 6-8 weeks into first course, end of first semester

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7. What types of measurement will you use?
Mixed Methods Approaches

Longitudinal Studies:

  • Track cohorts through program completion

  • Compare different preparation models

  • Cost-benefit analysis of preparation investments

Experimental Design:

  • Randomized controlled trials comparing preparation methods

  • A/B testing of specific preparation components

 

8. What is the focus of your lit review?
The lit review will focus on preparation methods that work best for the adult learner and under what conditions.

Outline for Publication

Title of proposed article-
How to prepare the adult learner for online classes
 

What is the topic of your article?
A Collaborative Approach to Mentoring the Adult Learner: I emphasize the importance of preparing the adult learner for online classes in order to ensure student success.


Where do you plan to submit?
American Journal of Distance Education - American Journal of Distance Education (AJDE) is an academic journal focusing on the uses of Internet in distance education (e-learning, distributed learning, asynchronous learning and blended learning).  Here are the guidelines. 


Edsurge - This publication site emphasizes technology in education, educational policy, teacher and student experiences, research, and innovation. Here are the guidelines for publishing. 


Campus Technology - provides an integrated channel of print, e-media, and conferences to efficiently reach top-level and managerial administrators, and tech-savvy faculty with buying authority in higher education institutions. Here are the guidelines for publishing. 


What is the connection to your innovation plan or initiative? 
The topic above relates to my innovation plan, which aims to create online and in person preparation for the adult learner to familiarize them with online environment. These tutorials will empower our students to be prepared for online courses before classes begin. We aim to cultivate a culture of lifelong learning among our students, which we plan to achieve through preparation to prepare them before the semester starts. I intend to discuss how empowering the student will give them the confidence they need to be successful in the classroom.

How can this information help others?
An article becomes a living resource that continues helping educators long after publication, especially as more institutions adopt hybrid and online learning models. It fills the gap between academic research and classroom application - exactly what busy educators need most.
 

For Instructors:

  • Reduces the amount of time they need to help students understand online tools

  • Builds confidence through step-by-step implementation guides

  • Prevents common pitfalls by sharing lessons learned from experienced practitioners

 

For Academic Planners/Onboarding Professionals:

  • Streamlines training processes with ready-to-use resources they can share with faculty

  • Provides evidence-based justification for digital learning initiatives to administrators

  • Offers scalable solutions that work across different departments and course types

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Lesson learned or hoped to learn? 
I've learned that COVA choice, ownership, voice, and agency principles require a foundation of digital confidence. My objective is to eliminate technical barriers so students can focus energy on demonstrating content mastery through meaningful choices. Beyond Canvas navigation, students need tutorials on essential online course tasks like uploading documents and participating in discussion boards (Zweig et al., 2021). Levy (2017) noted that community colleges must prioritize student success in online learning by improving accessibility, enhancing teaching methods, maintaining strong faculty engagement, and expanding support systems for both students and instructors

What digital resources will be included in your article? Briefly describe.
In my article, I will reference Canvas, the college's learning management system. The article will enforce the need for an orientation to guide them through the various aspects of Canvas.

  • Google Chrome

  • Lockdown Browser used for exams and quizzes

  • Microsoft Teams

 

Think of your audience, digital presence, and the message you hope to communicate.
My audience consists of students, faculty and staff who are interested in preparing students for online courses. I want this to serve as a hub for faculty and staff seeking inspiration and guidance for their students. Faculty need practical, evidence-based strategies they can immediately implement, and students need clear guidance on transitioning from traditional to online learning environments.


References:

 

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through

authentic learning [eBook]. Creative Commons License.

 

Levy, D. (2017). Online, blended and technology-enhanced learning: Tools to facilitate

community college student success in the digitally-driven workplace. Contemporary Issues in Education Research, 10(4), 255–262.

 

Zweig, J., Hanita, M., Stafford, E., & Khanani, N. (2021). Impact of an orientation on online

students' course outcomes. Journal of Educational Research and Practice, 11(1), 64-77. https://doi.org/10.5590/JERAP.2021.11.1.05

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