Theory of Epistemological Development Pospectus Form

Theory of Epistemological Development Pospectus Form

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I received feedback. My second Chair Dr. C has offered comments and directions for my previous prospectus form. Please match her comments to the prospectus rubric. The rubric is attached and on the form.

Thank you for helping! EDD 8990 Theory of Epistemological Development Pospectus Form

 

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EDDProspectus Form Students | Complete yourEDD project study or dissertationdoctoral prospectususing this form. Write using a scholarly tone and include in-text citations and APA reference entries, where appropriate. Note that the areas shaded in green provide directions to help complete the form.Student responses should be inserted in the white areas.Words noted with an asterisk *can be clicked on to view additional resources. For additional resources, refer to the Doctoral Research Coach* and the Walden EDD Doctoral Study* webpage.Submit this completed form into Taskstream/MyDR*for formal evaluation and feedback when your committee chair indicates that you are ready to do so.
Student’s Name|MR                            Student ID | A001Study Type | DissertationStudy Approach| QualitativeWill the data be collected within a local setting? | YesProgram and Specialization |Higher Education and Adult Learning      Submission Date|4/14/2021From: Crocker
Sent: Saturday, April 24, 2021 8:27 PM
To:  G. C
Subject: RE: Marcia Reader – Prospectus Form draft (4.14.21) Hello Dr. C,Good to hear from you! I added a few comments to Marcia’s prospectus. Primarily I am not sure that a solid problem has been established. As it stands, I do not think that Marcia has met Rubrics #3 and #8 regarding alignment. If my comments are not clear, I am available to have a discussion with all three of us to work through.
Sincerely,Crocker, EdD, DCContributing Faculty/Methodologist 

As a reminder, please make sure your study topic relates to your specialization. If there are any questions or concerns about the appropriateness of the study topic, please reach out to your chair to discuss. Your chair can reach out to the program coordinator if needed for clarification.

 

Title*What is the working title for this study?  A topic should include the variables or concepts, relationship between them,and the most critical key words.

Educator Perceptions of Information and Communication Technology (ICT) in Adult Teaching and Training

Supporting Literature*The first step in developing your study is to search the literature*related to the general area you want to investigate.Provide approximately 15 brief summaries of recent (within the past 5 years), scholarly (peer-reviewed*) articles that support/justify/informsyour current and relevant problem from your discipline or professional field and/or local setting. Include the complete APA reference entry followed by(a) an in-text citation; (b) what was studied; (c) what was found; and (d) why this research is important in relation to your study. This evidence provides the justification for your research problem.

Information and Communication Technologies (ICTs) is a broader term for information technology. It refers to the entire communication technologies, including cell phones, computers, software, the internet, software, social networking, middleware, and video-conferencing, among other media applications and services that enable users to access, store, transmit, and manipulate information (Francis et al., 2019). It should be noted that ICT is a broad subject and it continues to evolve. It comprises any product or software that will store, retrieve, manipulate, transmit, or receive information electronically in a digital form. Examples of ICT products and services include personal computers, email, robots, and digital television, among others (Francis et al., 2019).Arthanat, S., Vroman, K. G., Lysack, C., &Grizzetti, J. (2019). Multi-stakeholder perspectives on information communication technology training for older adults: Implications for teaching and learning. Disability and Rehabilitation: Assistive Technology, 14(5), 453-461.            Arthanat et al. (2019) focused on the perspectives of several stakeholders on the use ofinformation communication technology (ICT) in the teaching and learning of older adults.  It was established that older adults’ reluctance, lack of affinity, fears, and socio-contextual attributes are the barriers that need to be overcome with ICT training. This study is important to my study because it shows some of the challenges that may hinder the successful and effective implementation of ICT in adult learning and teaching.BarrantesCáceres, R., &Cozzubo Chaparro, A. (2019). Age for learning, the age for teaching: The role of inter-generational, intra-household learning in Internet use by older adults in Latin America. Information, Communication, and Society, 22(2), 250-266.            BarrantesCáceresandCozzubo Chaparro (2019) focused on the role played by young people in ensuring the success of ICT adoption in adult learning and teaching. The study found that young people play an important role in ensuring that older adults adopt ICT in learning and teaching.  This information is important for my study because it will inform policymakers on how the involvement of young people in adult teaching can result in increased adoption of ICT in adult learning and teaching.Birisci, S., & Kul, E. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75-93.            Birisci andKul (2019) focusedon levels of techno-pedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. This information will be important for my study since it will show what adult educators need to have in order to better exploit ICT in their teaching.Francis, J., Rikard, R. V., Cotten, S. R., &Kadylak, T. (2019). Does ICT use matter? How information and communication technology use affects perceived mattering among a predominantly female sample of older adults residing in retirement communities. Information, Communication, and Society, 22(9), 1281-1294.            In this article, Francis et al. (2019) focused on the effect of ICT use on older adults’ sense of mattering. The results of the study revealed that ICT use, through the promotion of social connectedness, has a significant as well as a positive relationship with mattering. This information will be important in my study since it will help to show why adult learners should be exposed to ICT.Guven, I. (2019). Infusion of ICT into Adult Education in Turkey. European Online Journal of Natural and Social Sciences, 8(1), pp95.            Guven (2019) investigatedthe role of information and communication technology (ICT) in facilitating and supporting informal learning in adults. Findings suggested there is an increasing demand for a variety of learning opportunities for adult educators.  In addition, the study found out that adult educators are very willing to use ICT and, in this way, they expect to improve educational outcomes and to increase participation in all forms of adult education. This information will be important for my study since it will help to show older people are open to the idea of the use of ICT in adult learning and teaching. Thus, they are unlikely to be a stumbling blockto ICT implementation in adult education and teaching.Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5(1), 12-18.            Harrell and Bynum (2018) focusedon the factors that affect technology integration in the classroom. This paper discussedfactors such as poor IT infrastructure, inadequate technology, lack of sufficient technological tools, effective professional development (external factors), low teacher self-efficacy, and teacher perceptions as factors that affect technology integration in schools. This article will be important for my study because it will help me understand the various factors, both internal and external that determine whether ICT implementation in schools is successful or not.Kim, S. (2020). A Quasi-Experimental Analysis of the Adult Learning Effect on Problem-Solving Skills. Adult Education Quarterly, 70(1), 6-25.            Kim (2020) focusedon adult learning’s effect on problem-solving skills. The study explored societal and individual antecedents of adult learning. Additionally, it examined how adult learning affects problem-solving skills.  The study found that adult learners became better equipped in problem-solving skills after engaging in learning. The study will support my study in that; it will help to show how the integration of ICT in adult learning can enhance the learners’ decision-making skills.Martínez-Cerdá, J. F., Torrent-Sellens, J., & González-González, I. (2020). Socio-technical e-learning innovation and ways of learning in the ICT-space-time continuum to improve the employability skills of adults. Computers in Human Behavior, 107(4), 78-179.            Martínez-Cerdá et al. (2020) focused on ways of learning in the ICT-space-time continuum to improve the employability skills of adults. The study showed that ICT skills among adults improve or increases their employability. The information will be important in my study because it will help to show why adult learners require ICT integration in learning and teaching.Aker, J. C., & Sawyer, M. (2019). Making Sense of the Signs: What Do We Know About Learning in Adulthood? Towards a better understanding of informal financial service interventions in West Africa: Investigating impact, evolution, and key challenges, 1001, 73.  EDD 8990 Theory of Epistemological Development Pospectus Form           Aker and Sawyer (2019) focused on the different things that people know about adulthood. Besides, the authors focused on the impact, evolution as well as challenges associated with adult learning. The study showed that one of the challenges associated with adult learning is access to the physical class. Besides, the study showed that deploying ICT systems in adult education would bring about convenience since learners will be able to learn from their comfort. This journal will be used in my study to show how ICT is likely to bring about convenience in adult learning.Mir, S. A. (2019). ICT integrated higher education: Prospects and challenges. International Journal of Research in Economics and Social Sciences (IJRESS), 8(2), 1-4.            Mir (2019) focusedon showing how ICT plays a role in addressing the issues of access, quality, and equity in higher learning.  The paper found that the use of ICT in higher learning brings about convenience. Thus, it better ensures that any person can access education. This article will be important for my study since it will help show the benefits that ICT brings to adult learning and teaching.Onivehu, A. O., Adegunju, A. K., Ohawuiro, E. O., &Oyeniran, J. B. (2018). The Relationship among Information and Communication Technology Utilization, Self-Regulated Learning, and Academic Performance of Prospective Teachers. Acta DidacticaNapocensia, 11(1), 69-85.            In this study, Onivehu et al. (2018) investigated the relationship between Information Communication Technology utilization, self-regulated learning, and the academic performance of prospective teachers. The study found that prospective teachers have a high level of ICT utilization, self-regulation, and academic performance. Also, the study found that gender does not influence prospective teachers’ ICT utilization, self-regulation, and academic performance. Moreover, the study established that there was a significant correlation between ICT utilization and self-regulated learning. This article will be important in my study since it will show how ICT integration can bring about success in adult learning and teaching by increasing self-regulation and academic performance among adult learners.Thannimalai, R., & Raman, A. (2018). The Influence of Principals’ Technology Leadership and Professional Development on Teachers’ Technology Integration in Secondary Schools. Malaysian Journal of Learning and Instruction, 15(1), 203-228.    EDD 8990 Theory of Epistemological Development Pospectus Form        Thannimalai andRaman (2018) focusedon the influence of principals’ technology leadership and professional development on teachers’ technology integration in secondary schools. The study showed that there is a significant relationship between principals’ technology leadership and teachers’ technology integration. The study will be important in my study because it will show why professional development that emphasizes ICT must be carried out for school principals so that they can become technology leaders and motivate teachers to integrate technology in the classroom to prepare students as skilled workers for Industrial Revolution 4.0.Alonso-Garcia, S., Aznar-Diaz, I., Caceres-Reche, M. P., Trujillo-Torres, J. M., & Romero-Rodriguez, J. M. (2019). A systematic review of good teaching practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability. Sustainability, 11(24), 7150.            In this article, Alonso et al. (2019) focused on reviewing good teaching practices with Information communication technology, particularly in Spanish Higher Education. Also, the article focused on the trends and challenges associated with the use of ICT in teaching and learning. The study results showed that emerging trends of good practices of ICT, especially the use of the Virtual Learning Environment (VLE) provided many advantages to both the learners and educators. For instance, the study showed that the use of ICT in education helped to save learning time because the learners did not have to travel to the physical classes. This study will be important for my research since it will help in highlighting the numerous benefits offered by the integration of ICT in learning and teaching.Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers and Education, 118(12), 70-81.            In this article, Vongkulluksn, Xie, K,and Bowman (2018) focusedon the importance of teachers’ values and beliefs in technology integration in education. The study found that teachers’ perceptions and beliefs in technology play a great role in determining whether technology integration in education will be a success or not. This paper will help my study by showing how the perceptions and beliefs of teachers about technology (ICT) play a great role in determining whether ICT integration in adult education will be successful or not.Voogt, J., Lai, K. W., Knezek, G., Christensen, R., Baruch, A. F., Grinshkun, V., & Henderson, M. (2018, March). Part 1: Rethinking Learning in the Digital Age–Implications for Teacher Education. In Society for Information Technology and Teacher Education International Conference (pp. 1075-1079). Association for the Advancement of Computing in Education (AACE).            Voogt et al. (2018) focused on the need for rethinking learning in the digital age and the impact that the introduction of ICT has on teacher education. The article provides that there is a need to introduce ICT in teacher education since it would result in their improvement of digital literacy and increase of their creativity.  This article will prove why the integration of ICT in teacher education is a good idea.

Research Problem*Now that you have read and summarized some of the recent literature to understand your problem, in one sentence what is your research problem?* Please remember that your problem must relate to a meaningful gap*in practice.

The problem is there is a dearth in the literature concerning the educators’ perceptions ofInformation and Communication Technology (ICT) in adult teaching and learning.

Please provide three pieces of evidence below to show that the problem is meaningful to the discipline and research literature. If the study is a project study or a dissertation that uses a local setting as the data collection site, evidence must also be included to justify the use of the local setting.

a.       There is no research that has been done regarding educators’ perceptions on the contribution of ICT to adult teaching and training.b.      The fact that there is a lack of literature concerning the educators’ perceptions of the effectiveness of ICT in adult teaching and learning is concerning, considering educators play a significant role as far as ensuring the implementation of ICT in adult learning is concerned.c.       Since no research has been done to investigate educators’ perceptions of the integration of ICT in adult learning and teaching, it is not clear whether educators are having a positive experience with using ICT in adult teaching or not.The targeted population will comprise adult learning educators in the western United States region, who have had experience teaching with the help of ICT components. This is important for the study because this area has proven to have a large number of institutions that offer adult education. Therefore, it would be easier for the researcher to gather enough information from the sample resulting from this information. EDD 8990 Theory of Epistemological Development Pospectus Form

Purpose*To address your stated research problem, what is the purpose of your study? Will you describe, compare, determine, explore, examine, etc.? Complete the purpose sentence below and be sure to clarify your variables/concepts of interest.Your purpose statement should reflect and align* to your problem statement.

The purpose of this basic qualitative study is to explore educators’ perceptions of ICT in adult teaching and training.

Framework (Conceptual or Theoretical) *What theory(ies) and/or concept(s) support (frame) your study and who are the original author(s)? Provide an in-text citation with your response, and the complete APA reference entry with summary in the Supporting Literature section. Please note that a conceptual framework aligns with a qualitative study, a theoretical framework aligns with a quantitative study, and for a mixed method study it may be either depending on the design so please confer with the methodologist on your committee.

Theory Relating To Educational Technology that supports this study is Transactional Distance Theory

How do these theory(ies) and/or concept(s)inform your research problem, purpose, and methodological decisions?

According to transactional distance theory, distance education (education entailing the use of ICT) does not just entail geographic separation between learners and educators; instead, it is a pedagogical concept. As per this theory, employing technology in teaching results in an increase in the “pedagogical distance” between learners and educators.

Research Question(s) and Hypotheses (if applicable) *List the question(s) that you plan to use to address your applied education problem. Your question(s) must be able to address the problem, align with your purposestatement, and be appropriate for the study approach. For a quantitative study, also note the corresponding hypotheses (null and alternative).

What are educators’ perceptions of Information and Communication Technology (ICT) systems used in adult learning and teaching?

Research Methodology and Design*

The systematic approach that I will use in my study is the basic Qualitative method. EDD 8990 Theory of Epistemological Development Pospectus Form

For your planned research design, discuss the type of data you intend to collect and how you plan to collect the data (i.e. secondary databases such IPEDs, self-designed interview protocol, online survey initially published by Pearson, interviews of teachers, etc.…).

Qualitative data will be collected using online 1:1 ZOOMinterviews.  This interview method will help the researcher to capture participant responses, emotions, and behaviors during the interview. It was also chosen because it will enable the researcher and the respondents to adhere to the ministry of health requirements on social distancing. The sample size for the study will be 20participants.  The study’s sample will include teachers in adult learning. The population for the study will include teachers from ABC Adult School and XYZ Adult Learning Center, which are both adult learning institutions. EDD 8990 Theory of Epistemological Development Pospectus Form

What limitations, challenges, and/or barriersmight you need to address while conducting this study (e.g., access to participants, access to data, requirements for storing data, your role at the research site or other ethical / IRB considerations, permission to use the instrument, instrumentation fees, etc.)? Please click here* to review the most common IRB issues and how to schedule an appointment with an IRB member to discuss any concerns. EDD 8990 Theory of Epistemological Development Pospectus Form

The limitation that I might need to address while conducting this study is IRB considerations. These include; Assessment of Anticipated Benefits Informed Consent Privacy and Confidentiality

Significance*How does your study have the potential to make an original contribution toward addressing a gap in practice and to positive social change?

The study will be important to help understand how educators of adult education perceive the use of ICT in adult learning and teaching. The study will determine whether educators perceive the integration of ICT in adult learning and teaching as a good idea or not.  The results of the study will help to come up with better ways of improving the educators’ experience as far as the use of ICT in adult teaching is concerned.Studies have shown that technology integration plays a critical role in adult education(Das, 2019).For example, ICT in education improves engagement and knowledge retention: When ICT is integrated into lessons, students become more engaged in their work. This is because technology provides different opportunities to make it more fun and enjoyable in terms of teaching the same things in different ways (Das, 2019). Theory of Epistemological Development Pospectus Form

 

Partner Site Masking Self-Check*Walden capstones typically mask the identity of the partner organization. Please ensure your study follows this practice to ensure confidentiality.

☒Check here to confirm that you will mask the identity of the organization in the final capstone that you publish in ProQuest.☐Check here if you perceive that your partner organization’s identity would be impossible to mask or if there is a strong rationale for naming the organization in your capstone, please check this box so that your Program Director can review your request for an exception.

    End of FormUse the rubric below to check your work and the appendix to assist if questions arise.  Student Self-Check:Revisions are part of the doctoral process butchecking to ensure all requirements have been met can reduce the need for multiple revisions. Please review the rubric requirements below and check to ensure all have been fully met in your prospectus. If anything needs to be strengthened,make those revisions prior to submitting to Taskstream/MYDR for formal review.Rubric Standard #1 | Complete >Does the research plan contain all the required elements?   Rubric Standard #2| Meaningful >Has a meaningful problem related to practice been identified in the research literature, and local site if applicable? Addressing the stated problem should be the logical next step, building on what is already known, and staying within the student’s area of professional practice. Rubric Standard #3 | Justified>Is evidence presented that this problem is significant to the discipline and/or professional field, and local site if applicable? The prospectus should provide relevant statistics and evidenceand other scholarly facts that point to the significance and urgency of the problem.  Rubric Standard #4 | Grounded >Is the problem framed to enable the researcher to either build upon or counter the previously published findings on the topic? For most fields, grounding involves articulating the problem within the context of a theoretical or conceptual framework. Rubric Standard #5 | Original >Does this project have potential to make an original contribution? Addressing the problem should result in an original contribution to the field and/or local site.  Rubric Standard #6 | Impact >Does this study have the potential to affect positive social change? As documented in the Significance section, the anticipated findings and project, if applicable, should have the potential to support the mission of Walden University to promote positive social change.  Rubric Standard #7 | Feasible >Can a systematic method of inquiry be used to address the problem? The tentative methodology demonstrates that the researcher has considered the options for inquiry, selected an approach that potential to address the problem, and considered risks and burdens placed on research participants.  Rubric Standard #8 | Aligned >Do the various aspects of the research plan align? To ensure a solid foundation is built at the prospectus stage, alignment is needed among all study elements including the problem and purpose statements, evidence, framework, research questions, and methodology.  Rubric Standard #9| Objective >Is the topic approached in an objective manner? The framing of the problem should not reveal bias or present foregone conclusions.

AppendixThe EDD Doctoral Prospectus FormThe EDD Doctoral Prospectus Formis a brief document that provides preliminary information about your capstone research and is used as the tentative plan for developing the proposal and is evaluated to ensure doctoral-level work (e.g., feasibility, alignment, etc.).
Prospectus Form approval from the committee chair, second committee member, and a Program Director prospectus designee is required for you to move forward and work on your proposal. Please note the process is iterative so it is not uncommon for committee members to request revisions. The plan is subject to change, and parts of your research design may need to be adjusted after you complete your exhaustive review of the literature during proposal development.
Please note that this form and the appendix materialsare to be used for students who are pursuing an EDD and will be conducting a project or dissertation study*. The EDD is an applied degree so any study (project study or dissertation) should focus on a gap in practice. A PhD study can focus on a gap in the literature (i.e. something is not known),but for an EDD study the gap must be about practicespecificallsy. The focus should be on a gap between what is currently happening and what stakeholderswould want to happen.
For an EDD project study, the gap in practice is found within the local setting / research site. For this study type, evidence needs to be presented that the local setting currently has a relevant educational problem related to its practice and it needs to be solved. The researcher also needs to show this is a meaningful topic within their field/program specialization literature.
For an EDD dissertation study, the gap in practice is found within the field/program specialization literature and these studies usually take two common forms. The first type is when the gap in practice is found within the literature and a local setting is used to examine this larger problem, usually as an example of the problem or an exemplar (i.e. the local setting exhibits best practices that can help to solve the larger problem). If a local setting is used to collect data for an EDD Dissertation, the researcher will need to demonstrate the justification for choosing the local setting. The second type of EDD dissertation does not use a local setting to collect data. In this case, the data may come from a state or national secondary database or teachers who may work across states but share some common experiences such that they can aid in solving the larger problem. In these cases, the researcher does not need to provide evidence or justification of a local problem as there is no local setting that willused for thestudy. Evidence will come from the field/program specialization research literature.…………………………………………………………………………………………………TitleAgood title*will be concise, signal the direction of the paper, and include the main variables or concepts of the study. Below are a few examples. Consider reviewing studies from Walden students who have successfully completed their research*. Quantitative (QN) ExampleExaminingthe Relationship Between Online Doctoral Students’ Use of Institutional Resources and Time to Degree Completion
Qualitative (QL) ExampleOnline Doctoral Students’ Perceptions ofResearch Mentoring Resources to Assist with Degree Completion…………………………………………………………………………………………………
Supporting LiteratureProbably themost important step in the research process issearchingrecent, peer-reviewed literature*and reading articlesrelated to the general area you want to investigate.As you read and learn, you will narrow your focus. This is how you will identify a discipline-specific research problem.You will want to focus on reading literature that is scholarly, empirical*and from peer-review sources* that are research related. Click here for additional tips*.
For this prospectus form, includethe complete the APA reference entry and (a) an in-text citation; (b) what they studied; (c) what they found; and (d) why this is important in relation to your study. This evidence provides the justification for your research problem andshows this problem is meaningful to the field / program specialization. These references should primarily be from the past 5years. Reference entries related to the framework should be included here, too. During proposal development, you will conduct an exhaustive* review and synthesize* your sources, rather than summarize.

Example Ismail, H. M., Majid, F. A., & Ismail, I. S. (2013). “It’s complicated” relationship: Research students’ perspective on doctoral supervision. Procedia – Social and Behavioral Sciences, 90, 165–170. http://dx.doi.org/10.1016/j.sbspro.2013.07.078 (a)Ismail et. al (2013);(b)focused on the student experience with supervision while learning to conduct research; (c) found three issues of lack of positive communication, lack of expertise, and power conflicts; and (d) this is important in relation to my study because it may help explain critical elements needed for doctoral degree completion and reflect best practices for institutional supports. As you work on your literature review and move to the proposal stage you will expand your search. Consider how you will determine your search terms or keywordsand the databases you should search.Clickhere for a number of resources to work you through this process*. As you conduct your search of the literature, stay organized by keeping a search log*. 

Search Log Example
Database	Search Terms	Results	Notes
Thoreau	online doctoral program completion; limited to peer reviewed, 2016-present	1175	Search too broad; Narrow by using multiple terms
Thoreau	online doctoral program completion AND ABD; limited to peer reviewed, 2016-present	13	Much better; Several relevant articles found
Education Source	Etc.

 As you read and evaluate literature*, you also need to organize your research. A literature review matrix*is one way to help you visualize what has and has not been done in your field.It will help you understand the scholarly works related to your area of interest.The importance of organizing and recording your review of literature cannot be overstated. You will refer to your notes as you write, so start on the right track from the beginning with your prospectus![Suggestion: If you keep your search log in an Excel workbook, use the second tab in the same workbook for your literature review matrix.] …………………………………………………………………………………………………Research Problem For both the EDD Dissertation and Project Study, the problem must be about a gap in practice as the EDD is an applied degree. A gap in practice is the difference between what is currently happening and what stakeholders would want to happen to achieve best practices. For an EDD Dissertation the gap in practice will be found within the research literature. If the EDD Dissertation collects data in a specific localized setting, evidence is needed to justify the use of the local setting. For a Project Study, the gap in practice is found within a local setting butit is also required to show that the problem is relevant and meaningful to the research literature found within the field/program specialization.
Keep in mind that a gap in the research/knowledge is not, in and of itself, a reason to conduct research. The need to address an identified gap in practicemust be clear, current, and relevant to the discipline and area of practice. EDD 8990 Theory of Epistemological Development Pospectus Form
A research problem* is a focused topic of concern, a condition to be improved upon, or troubling question that is supported in scholarly literature or theory that you study to understand in more detail, and that can lead to recommendations for resolutions. It is the research problem* that drives the rest of the study: the purpose, the research questions, and the methodology. Click here* for additional resources. Keep the problem statement to one sentence.
Example (EDD Dissertation)The research problem is thatnationally online doctoral students’time to graduation has increased over the last decade despite a federal initiative to fund colleges and universities’ efforts to provide additional resources to address this problem. Example (EDD Project Study)The research problem is that College A has implemented new research mentoring resources to assist online doctoral students progress through their capstone process, but student surveys indicate students do not highly value these resources as support for degree completion.…………………………………………………………………………………………………PurposeTo address your stated research problem, what is the purpose of your study? Will you describe, compare, explore, examine, etc.? Be sure to clarify your variables/concepts of interest. For quantitative studies, state what needs be studied by describing two or more factors (variables) and the conjectured association (i.e. comparative or relational) that will be used to address the study problem. In qualitative studies, describe the need for increased understanding about the issue to be studied, based on the identified gap orproblem.Your purpose statement should reflect and align* to your problem statement. Again, keep the purpose statement to one sentence to ensure it is focused and concise.
QNExample (EDD Dissertation)The purpose of this quantitative study is to compare online doctoral student graduation rates between those colleges that received federal funding and those that did not as a way to determine to what extent the initiative was effective in meeting its goals. EDD 8990 Theory of Epistemological Development Pospectus Form
QL Example (EDD Project Study)The purpose of this qualitative project study is to examine the perceptionsonline doctoral students at College Ahave related to the value and challenges of the new research mentoring resourcesas well as ways to improve these resources.……………………………………………………………………………………………FrameworkThe framework includes the theory(ies) and/or concept(s)*relevant to your topic. Align the framework with the problem, purpose, research questions, and background literature of your study. Please note that a conceptual framework aligns with a qualitative study and a theoretical framework aligns with a quantitative study.  The theoretical or conceptual framework is the basis for understanding, designing, and analyzing ways to investigate your research problem. Provide the original scholarly literature (citing original authors) on the theory and/or concepts, even if it is more than 5 years old. Do not cite secondary sources.
Example Theoretical FrameworkThe theory(ies) and/or concept(s) that ground this study include Perry’s (1970) theory of epistemological development.
Example Conceptual FrameworkThe theory(ies) and/or concept(s) that ground this study include Perry’s (1970) theory of epistemological development, focusing specifically on the concepts of online learning and the pedagogical challenges associated with online learning and dissertation writing.
Next, explain how these theories and/or concepts relate to your research problem, purpose, and methodological decisions. Your topic/approach should align with the identified framework so that you will either build upon or counter the previously published findings on the topic.
ExampleConnection for the Theoretical FrameworkThe logical connections between the framework presented and my study approach include Perry’s theoretical work, which has been used extensively in all aspects of higher education, albeit more frequently with undergraduates than with doctoral students. The approach provides details on cognitive-structural changes that emerge as a result of development and learning. Example Connection for the Conceptual FrameworkThe logical connections between the framework presented and my study approach include Perry’s theoretical work, which has been used extensively in all aspects of higher education, albeit more frequently with undergraduates than with doctoral students. Further, subsequent research and application of Perry’s theory offer guidanceon ways to facilitate academic development, thus allowing for insight into the pedagogical challenge of degree completion.…………………………………………………………………………………………………
Research Question(s) and Hypotheses (if applicable)List the overarching research question(s)* that are informed by the study purpose and will be used to address the research problem. A research question*providesa foundation for the approach and design. EDD 8990 Theory of Epistemological Development Pospectus Form
QN Example (EDD Dissertation)RQ1:How do the online doctoral student graduation rates differ, if at all, between colleges that received federal funding for additional resources and those that did not receive the funding?H₀₁—There is no statistically significant difference in the online doctoral student graduation rates between colleges that received funding for additional resources and those that did not receive the funding.H₁— There is a statistically significant difference in the online doctoral student graduation rates between colleges that received funding for additional resources and those that did not receive the funding.
QL Example (EDD Project Study)RQ1: How do online doctoral students at College A describe the value of the new research mentoring resources?RQ2: How do online doctoral students at College Aperceive the challenges of using the new research mentoring resources?RQ3: What suggestions do online doctoral students at College A have to improve the new research mentoring resources?…………………………………………………………………………………………………Research Methodology and DesignExplain the systematic approach and research design you will use to address your research question(s). Examples of commondesigns are as follows:

• Quantitative—correlational;quasi-experimental;survey research designs using validated existing survey instruments;or other quantitativedesigns
• Qualitative—basic (generic) qualitativedesigns;case studies;or other qualitative designs

QN Example (EDD Dissertation)To address the research questions I will use a quantitative approach with a quasi-experimental design that will include using an independent sample ttestto compare schools that received funding with those that did not in terms of their online doctoral student graduation rates to help determine the effectiveness of the funding initiative. QL Example (EDD Project Study)To address the research questions in this qualitative study, I will use a basic qualitative design(Patton, 2015) using interviews with ten online doctoral students from College A. For your planned research design, present the type of data you will need, and a list of possibledata collection sourcesthat could be used to address the proposed research question(s), such as test scores from college students, interviews with teachers, state records, or information from a federal database. At this point, you should have an idea of the type of data needed to address your research question(s). Explain whether you will be collecting primary data (collected by you, the researcher) or accessing secondary data (preexisting or public data collected by others). EDD 8990 Theory of Epistemological Development Pospectus Form
If you are collecting data, you should present the source of the instrument(s) and source and number of potential participants. If using secondary data, identify the data source and how the data will be accessed. Possiblesecondary data sources*, by program, are available on the Center for Research Quality website.[Note. This is your tentative plan, so keep in mind that things might need to be modified during the proposal stage—particularly after you have completed your exhaustive review of the literature.]
QN Example (EDD Dissertation)For my planned research design, I will access a list of colleges and universities that received federal funding using the NCES databases. I will use the same NCES database to develop a comparison group of colleges and universities that did not receive funding. As the funding started in 2013, I will access the graduation rates of these institutions using the IPEDS database from the year 2014 to the most recent year available. I will use a confidence level of 95% to determine sample size.  QL Example (EDD Project Study)For my planned research design, I will need to recruit online doctoral students for individual interviews. A self-designed interview protocol will be developed to address the problem and purpose of the study. My initial goal will be to recruit ten participants, but increase this number if data saturation is not yet achieved (Fusch& Ness, 2015).
Finally, provide information on limitations, challenges, and/or barriers that may need to be addressed when conducting this study. These may include access to participants, access to data, separation of roles (researcher versus employee), instrumentation fees, etc.If you are thinking about collecting data at your place of work,are in a supervisory position, or on a sensitive topic, or from a vulnerable population,an early consultation with the Institutional Review Board (IRB; IRB@waldenu.edu) during your prospectus process is recommended to gain ethics guidance that you can incorporate into your subsequent proposal drafts and research planning. [Note. Find more information on research ethics and potential “red flag” issues in the  IRB Guides and FAQs. *]
QN ExampleA potential barrier when using secondary data provided by various colleges and universities is that institutions may vary in how they report their data, causing issues when comparing data across institutions. It will be important to examine the IPEDS codebook to ensure any anomalies are identified and addressed.
QL ExampleA potential barrier when collecting primary data that includes interviews is that it may be difficult to recruit enough online doctoral students to meet saturation. This may be particularly difficult given these are online doctoral students so may be very busy and hard to reach electronically. It would be useful to attend one of the CRQ webinars* on how to increase research participation, especially in the time of Covid.…………………………………………………………………………………………………SignificanceExplain how your study addresses the meaningful, discipline-specific problem related to a gap in practice that you identified and will therefore make an original contribution to your field, and to positive social change. EDD 8990 Theory of Epistemological Development Pospectus Form
ExampleThis study is significant becauseit will fill a gap in practice in that educational leaders will have a better understanding of how well the newresources are work in meeting the initial goals. Educational leaders will better understand the value of these resources with respect to their initial goals and gain new insight to better meet the needs of online doctoral students. Because a broad range of doctoral students attend online, supporting their successful attainment of a terminal degree allows for increased diversity among individuals in key academic and scholarly leadership positions.…………………………………………………………………………………………………My Doctoral Research (Taskstream/MyDR)If you have not done so already, you should familiarize yourself with the Taskstream/MyDR*system. The Taskstream/MyDR system was designed to assist you and your committee in navigating your doctoral research journey, from the very beginning through the final approval. The various landing pages in Taskstream/MyDR will track your progress and will serve as a central location for resources to support that progress. There is a process flow tool in which you exchange and store faculty evaluations of and feedback on your work as you progress along that journey.
You will be entered into the Taskstream/MyDR system when both your committee chair and second members are approved by the academic program. At that point, you will be able to access Taskstream/MyDR from the homepage of your doctoral completion course in Blackboard. The first document that you will submit for approval in Taskstream/MyDR will be your Research Plan.
Why is this a problem? Maybe the problem is that we don’t know the barriers OR what is helpful for adult learners to be successful? In addition, teaching and learning are two different things. I suggest that you stick to one only. Maybe the problem is that educators have challenges in teaching ICT to adult learners. What exactly have you found to be the problem.
The purpose….is to explore educators perceoptions of the barriers (or whatever-fill in the blank) of ICT in adult learning. Or
The purpose…is to explore the perspectives of educators on the role ICT has in teaching adult learners.
What is the design? Open ended semi-structured interviews?

 

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