Teaching Classroom Action Research Outside the Classroom

As I noted in my previous post, I’m thinking about designing an online course about classroom action research for MA students (and other interested takers) in second language teaching. I’ve taught classroom action research before, in classes for novice high school teachers, but always in a (mostly) old fashioned classroom setting. I think this is an ideal topic for an online course because most of the work of classroom action research takes places in the teachers’ classrooms, while they are teaching, so my classroom is really just the place where we talk about research and what the teachers are exploring and learning about their own students.

Designing an online class, however, is more than just taking what I talked about in the classroom and moving it onto a website. Because the students are expected to take more responsibility for their own learning through watching videos, reading, and participating in asynchronous activities, I have to make sure that I have much more planned in advance. That includes the general structure of the class as well as the little details. As I have noted before, I can’t entirely release the synchronous part of teaching because of how spontaneity seems so important to fostering collaboration and community. Thus, I am playing around with how I can make this online course replicate some of the human aspects of meeting face-to-face. I want to include at least one weekly activity that is done while the participants are logged on together. The following is how I am thinking of structuring the weekly schedule, allowing students to do most of the work on their own, but also having a set day and time when we all get together in an online forum to talk and workshop some aspect of the research process.

Weekly course plan

Day 1: Watch videos of introductory lecture, example studies, etc.

Days 2: Read assigned texts

Days 3-6: Participate in asynchronous and synchronous class activities (discussions, workshops)

Day 7: Submit Deliverable

Now that I am starting to map out the entire semester, I am wondering if I absolutely have to make every week include a face-to-face session, of if there are some weeks where what is most important is that the students are collecting data and working in their own classrooms. I like routine, and I like that f2f interactions are more likely to bring out participants’ spur of the moment concerns, but maybe in the middle of the semester I can have a two week gap between meetings. There would of course continue to be tasks and readings and discussion board posts, but not necessarily dynamic interaction. I’m also unsure exactly HOW I will bring about this interaction, or if all the students will need to be online at the same time or if I can work it out to have two or three sections depending on students’ time zones.

Just in case you were wondering, here is what I envision as the overall focus of the course:

Central Questions

  1. What is research?

  2. What is CLASSROOM research?

  3. What research do teachers do?

  4. What are the ethical issues of doing research with your own students?

  5. How is data analysis different when done by a teacher versus when done by a researcher? How can one person be both teacher and researcher when analyzing data?

  6. In what forums is it appropriate to share teacher research? How do articles based on teacher research differ from those of formal research? What journals and conferences accept articles about teacher research?

Student Learning Outcomes

By the end of this class, students will be able to:

  • Explain how classroom action research and formal research are similar and different

  • Explain the [cycle of classroom research–action research–design research??]

  • Identify researchable questions in their current teaching situation

  • Select appropriate data collection procedures for a chosen research question

  • Analyze classroom data from a research perspective

  • Analyze classroom data from a teaching perspective

  • Determine implications from data analysis for future teaching

  • Determine implications from data analysis for future research

  • Write report a report detailing the research process from question generation to data analysis and implications

  • Write a lesson plan or other document explaining an intervention or other teaching practice for other teachers


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Filed under Teacher Education, Teacher Research, Teaching Online

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