An Important Step In A Dissertation Is The Theoretica 172603
An Important Step In A Dissertation Is The Theoretical Basis That Migh
An important step in a dissertation is the theoretical basis that might help explain and shed light on why the problem is happening. For example, if we want to know how different groups responded to the implementation of a new teaching strategy in higher education, you might consider theories related to adult learning. Discuss the theoretical framework you think helps explains your topic and problem you will address in your dissertation. Remember, this will also be cited in the literature as well, so make sure to include scholarly resources from a peer reviewed journal. Your initial posting is to be a detailed, well-organized response to the posed question. In addition to your initial posting, respond to one other classmate's thread.
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Theoretical frameworks are fundamental to grounding a dissertation in established scholarly concepts that elucidate the research problem. In examining how different groups respond to the implementation of a new teaching strategy in higher education, adult learning theories serve as particularly pertinent frameworks. Among these, Andragogy theory by Malcolm Knowles provides valuable insights into how adult learners engage with educational innovations. This theory emphasizes the self-directed nature of adult learners, their prior experiences, readiness to learn, and motivation, all of which influence their response to changes in instructional methods (Knowles, 1984).
Applying Knowles' adult learning theory, the dissertation can explore how factors like prior knowledge, learning motivation, and self-directed learning capacities among adult students impact their acceptance and adaptation to new teaching strategies. This perspective enables researchers to interpret responses not merely as reactions to the change but as outcomes influenced by underlying motivational and experiential factors. Furthermore, incorporating transformative learning theory by Jack Mezirow could deepen the understanding of how adults critically reflect on their existing educational paradigms and attitude shifts resulting from new pedagogies (Mezirow, 1991).
Additionally, social cognitive theory by Albert Bandura offers insights into how observational learning and self-efficacy influence responses to pedagogical change. According to Bandura (1986), learners' belief in their ability to succeed (self-efficacy) significantly impacts their engagement and adaptation to new instructional approaches. These theoretical perspectives collectively support a nuanced understanding of adult learners’ response mechanisms in higher education contexts.
In designing the dissertation, integrating these theories provides a comprehensive framework that captures psychological, behavioral, and motivational factors affecting response patterns. The scholarly foundation of these theories is well-established and widely supported in peer-reviewed educational psychology literature, such as Merriam and Bierema (2013), who elaborate on adult learning theories' application in higher education research.
Conclusively, anchoring the study in adult learning theories like Knowles’ Andragogy, Mezirow’s Transformative Learning, and Bandura’s Social Cognitive Theory offers robust explanatory power for understanding how and why different groups of adult learners respond to new teaching methodologies in higher education. This theoretical basis not only guides research design and data interpretation but also enhances the academic rigor and credibility of the dissertation.
References
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
Knowles, M. S. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. Jossey-Bass.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 89, 3-14.