Literature Review
Knock (1997) in his work on organisational action research contends that the antipositive stance of action research is one of the 'myths' of the methodology. I intend to take the position that the philosophical underpinning need have little impact on action research studies of the kind I am undertaking where practical improvements in a practitioner's practice are amongst the desired outcomes. Dick (2004) explains the diverse nature of cycles. He also emphasises the search for divergent views and this will also be explored in some depth. Kemmis and McTaggart (1990) wrote extensively on the issues relating to the use of a research situation rather than a question and I will examine this in detail as it relates closely to my research.
It is my belief that an emergent approach is likely to take the research further and in this I agree with Dick (2005) when he says that one should let the data lead the direction the research takes. The work of McNiff (2002) may give a sound base for this research, because it clearly identifies first person practitioner research as a valid approach in a complex situation. This relates in particular to the learning journal aspect of my research in which I intend to examine my own practice. The emphasis in her work on action research as a route to personal development echoes my own experiences in previous studies and may prove useful. Dick (2005) defends the use of coding as in grounded theory and structured focus groups within an action research context. This contrast with the views of van Manen (2002) and the phenomenologists emphasis on reflection. I think, as does DIck, there is room for both aspects within an action research project with the precision of the coding balancing the reflection, particularly the ‘reflection in action’ or pathic tact aspects of learning journal data, and providing much needed triangulation. I will not be using Glaser (1998) as I feel there is no need to go so deeply into grounded theory in what must remain in essence an action research project. Kemmis and McTaggart also show in their approach that it is important to ensure not just the use of cycles but also the importance of reflection and the examination of governing variables in the double loop. I believe this is important to avoid what they cite as one of the common pitfalls of practitioner research. Turning to the topic of my research I will base some of my explorations of the on-line environment on the work of Mann and Stuart (2000). They argue that research in and of the on-line environment is capable of forming a new research paradigm with less emphasis in the 'purity' of quantitative and qualitative studies. In Sharf (2000) there is an explanation of on-line ethical issues that I shall argue against as being too limiting and likely to lead to research actually being more rather than less intrusive in on-line communities. I will use rather the guidelines provided by Bruckman (2002) as the basis of my discussion of ethics.
Bates (1999) looked at teachers prior experience of computers and their learning styles, concluding that learning styles had little impact. This work relates directly to one aspect of my study but as she used Kolb’s learning style index rather than VAK there may be some impact that she missed in her relatively small study. Koszalka (2002) emphasised the use of teacher conversation and collaboration in an on-line environment as a means of encouraging positive attitudes to technology. I will consider her study at length as it relates directly to mine.
Recker Dorward and Nelson (2004) identify the use that teachers may make of digital learning resources and learning objects as an area for further study and my study builds directly on this work. Bolings' (2005) action research study of how new teachers integrate on-line resources into the classroom and her exploration of new forms of literacy will also provide a basis for my work. Her use of reflective autobiography is of particular interest in my context. Godwin-Jones (2003) provides an early but extensive investigation of the potential of aspects of the 'read-write web' or 'second generation web' for collaboration. I am interested to compare the current position with his predictions. There is limited research based literature in this area as it is relatively new. Much that does exist is anecdotal or untested theory and opinion. One of the aims of this study is to add to the body of research based literature on this topic. As I am taking an emergent approach I will need to add literature as the enquiry proceeds.
index
Knock (1997) in his work on organisational action research contends that the antipositive stance of action research is one of the 'myths' of the methodology. I intend to take the position that the philosophical underpinning need have little impact on action research studies of the kind I am undertaking where practical improvements in a practitioner's practice are amongst the desired outcomes. Dick (2004) explains the diverse nature of cycles. He also emphasises the search for divergent views and this will also be explored in some depth. Kemmis and McTaggart (1990) wrote extensively on the issues relating to the use of a research situation rather than a question and I will examine this in detail as it relates closely to my research.
It is my belief that an emergent approach is likely to take the research further and in this I agree with Dick (2005) when he says that one should let the data lead the direction the research takes. The work of McNiff (2002) may give a sound base for this research, because it clearly identifies first person practitioner research as a valid approach in a complex situation. This relates in particular to the learning journal aspect of my research in which I intend to examine my own practice. The emphasis in her work on action research as a route to personal development echoes my own experiences in previous studies and may prove useful. Dick (2005) defends the use of coding as in grounded theory and structured focus groups within an action research context. This contrast with the views of van Manen (2002) and the phenomenologists emphasis on reflection. I think, as does DIck, there is room for both aspects within an action research project with the precision of the coding balancing the reflection, particularly the ‘reflection in action’ or pathic tact aspects of learning journal data, and providing much needed triangulation. I will not be using Glaser (1998) as I feel there is no need to go so deeply into grounded theory in what must remain in essence an action research project. Kemmis and McTaggart also show in their approach that it is important to ensure not just the use of cycles but also the importance of reflection and the examination of governing variables in the double loop. I believe this is important to avoid what they cite as one of the common pitfalls of practitioner research. Turning to the topic of my research I will base some of my explorations of the on-line environment on the work of Mann and Stuart (2000). They argue that research in and of the on-line environment is capable of forming a new research paradigm with less emphasis in the 'purity' of quantitative and qualitative studies. In Sharf (2000) there is an explanation of on-line ethical issues that I shall argue against as being too limiting and likely to lead to research actually being more rather than less intrusive in on-line communities. I will use rather the guidelines provided by Bruckman (2002) as the basis of my discussion of ethics.
Bates (1999) looked at teachers prior experience of computers and their learning styles, concluding that learning styles had little impact. This work relates directly to one aspect of my study but as she used Kolb’s learning style index rather than VAK there may be some impact that she missed in her relatively small study. Koszalka (2002) emphasised the use of teacher conversation and collaboration in an on-line environment as a means of encouraging positive attitudes to technology. I will consider her study at length as it relates directly to mine.
Recker Dorward and Nelson (2004) identify the use that teachers may make of digital learning resources and learning objects as an area for further study and my study builds directly on this work. Bolings' (2005) action research study of how new teachers integrate on-line resources into the classroom and her exploration of new forms of literacy will also provide a basis for my work. Her use of reflective autobiography is of particular interest in my context. Godwin-Jones (2003) provides an early but extensive investigation of the potential of aspects of the 'read-write web' or 'second generation web' for collaboration. I am interested to compare the current position with his predictions. There is limited research based literature in this area as it is relatively new. Much that does exist is anecdotal or untested theory and opinion. One of the aims of this study is to add to the body of research based literature on this topic. As I am taking an emergent approach I will need to add literature as the enquiry proceeds.
index