Peer Review Final Project

Peer Review Final Project 2peer Review Final Project

Provide the complete APA 6th edition citation for the action research proposal you are reviewing. Newman, E., & Farren, M. (2018). Transforming self-driven learning using action research. Journal of Work-Applied Management, 10(1), 4-18.

Title: Provide the title of the research proposal.

It is usually a statement based on the research question--short and to the point. The paper focuses on the user of action research to motivate and transform young people to be self-driven learning in education.

Research Topic: Describe the specific topic to be studied in a paragraph. (Be certain that the research question relates to the topic). The topic of this paper was to identify how to engage using the structure of the action research method can transform the learning behavior of a person, improve their motivation to engage consistently and positively with self-driven learning in class or the workplace. This study explores individual learning practices in the area of computing and data science to determine how action research can be used to transform their habits and because of self-driven learning skills and knowledge used in the modern economic world.

Research Problem: Provide a brief statement that fully describes the problem being addressed. Present this in one sentence or no more than one clear concise paragraph. The study focuses on addressing the problems that exist in the twenty-first-century knowledge economy where there are more people willing to learn in their free time, advance their professionalism while working, and students who feel they can be discovered on their own. It addresses the main challenges of being a self-driven learner in today’s world, where there are improved technology and sources of learning, such as online courses and learning material. People living in this environment need to appreciate and visualize their learning to cater to the demand in society while the supply for the source of education and knowledge increases. It addresses the problems of individual ability to change learning behavior through engagement and motivation to improve effectiveness and efficiency for self-directed learning.

Research Purpose: Write a brief statement that fully describes the intent of the study or the reason for conducting the study. Present this in one sentence or no more than one clear concise paragraph. The main goal of the study is to use autoethnographic techniques to enable individuals to reflect on their learning behavior and customs in their areas of specialization roles in computing and data science. The aim is to align learning practices with the pace of change in the working environment and technological advancements, where individuals need to be more self-reliant to learn new knowledge and skills without waiting for an instructor. There has been little research on how individuals can be self-driven in learning computing and data science through developed values and behaviors that motivate and help them engage independently in learning.

Research Participants: Describe in detail the participants of the study. The participants include students undertaking computing and data science, providing their views and opinions regarding the use of action research methods in their studies. Additionally, working professionals are included to determine effective learning methods they can use to improve educational skills and knowledge considering evolving technology. Participants were engaged over four months to assess their experiences and the effects of the method in improving self-directed learning, considering their responsibilities and stress factors.

Research Question(s): List the primary research question and any sub questions addressed by the proposed study. The primary research questions should flow logically from the problem and purpose. Some sample questions include:

• To evaluate insights into values that are relevant and modifiable through action research?
• How does learning practice shape one's life?
• How can I shape my learning practice to fit my desires and schedule?
• How can I improve educational practice by developing motivation and engagement?
• Which methods and techniques are effective in enhancing engagement and motivation?

Literature Review Section: Provide a brief overview of the conceptual framework upon which the study is based. Identify seminal research and theories informing the study, and organize review topics and themes. The study is based on action research to help individuals adopt self-driven learning behavior. It discusses differences between self-determined learning and traditional approaches, emphasizing heutagogy’s role in providing learners control and autonomy. The review also covers reflective practices and the significance of reflection in heutagogy, including double-loop learning. Additionally, it explores motivational factors—both intrinsic and extrinsic—and techniques like gamification to sustain engagement.

Research Design: Describe the research design and specify the approach—quantitative or qualitative. The study utilizes an action research approach with autoethnography, relying on qualitative data collected via review of prior articles and reflection journals. Data was analyzed chronologically, with triangulation against time-tracking data.

Ethical Considerations: Outline all ethical considerations and provide rationales. Participants disclose sensitive personal data about coping with life, work, family, and learning. Protecting confidentiality and ensuring privacy are essential. The researcher must also respect organizational policies on data privacy and ethical standards when handling information related to workplace support for continuous learning.

Research Findings: Report findings from the study. Results indicated a mismatch between espoused and enacted values, supporting self-driven learning as vital for continuous demand in the economy. Intrinsic motivation was more effective than extrinsic incentives. The study concluded that self-driven learning enhances adaptability and professional growth in the modern economic context.

Need for the Study: Explain why the study is important. It shows that motivated individuals can improve their learning regardless of environment, and organizations can benefit by fostering continuous education among employees to maintain competitiveness.

Practical Implications: Describe actionable outcomes. The study promotes changing individual values and behaviors towards self-driven learning and helps individuals identify motivational factors, leading to increased engagement and attitude shifts that support lifelong learning.

Part Two Relevant to the Study: Connects the research to your personal or professional development. The findings on action research and self-directed learning aid in improving skills, understanding of teaching methods, and the implementation of autonomous learning strategies in professional contexts.

Reflection of the Process: Reflect on the learning experience during the review. Engaging with the peer review process helped understand effective research evaluation, identifying areas like literature gaps, methodological soundness, and appropriate validation of conclusions. It highlighted the importance of critical analysis and positioning oneself empathetically as a researcher, which enhances future scholarly work.

Paper For Above instruction

In an era characterized by rapid technological advancement and a dynamic global economy, fostering self-driven learning has become increasingly vital. The engagement of individuals in continuous, autonomous education not only equips them with relevant skills but also sustains their adaptability amidst shifting industry demands. The present study, grounded in action research and autoethnography, explores strategies to motivate and transform learning behaviors among computing and data science students and professionals. This research seeks to identify intrinsic motivators and effective reflective practices that empower individuals to take charge of their learning trajectory without reliance on formal instructors.

The conceptual foundation of the study rests on heutagogy, a learner-centered approach emphasizing autonomy, capability, and reflection. Unlike traditional pedagogies, heutagogy champions learners’ capacity to identify their learning needs, set objectives, and evaluate progress independently. Newman and Farren's (2018) work underscores how heutagogical methods, coupled with reflective practice, facilitate deeper self-awareness and motivation. Reflection, particularly double-loop learning, enables learners to examine and realign their underlying values, beliefs, and strategies, fostering meaningful engagement. The literature also emphasizes the role of intrinsic motivation—drawing on Deci and Ryan’s Self-Determination Theory—as a core driver of sustained self-directed learning (Deci & Ryan, 2000). Techniques such as gamification further enhance intrinsic motivation by making learning engaging and rewarding, despite external distractions (Blaschke & Hase, 2015).

The research design employs qualitative action research complemented by autoethnographic methods. Data collection involved reflective journals maintained by participants over a four-month period, capturing their evolving perceptions, challenges, and successes in adopting autonomous learning practices. This approach enables triangulation—correlating journal entries with time-tracking data—to validate findings. Ethical considerations prioritize confidentiality and voluntary participation, recognizing the sensitive nature of personal and work-related disclosures. Transparent communication about data use and privacy safeguards ensures ethical integrity throughout the study (Blaschke, 2017).

The findings affirm that self-driven learning aligns with the needs of the modern workforce. Participants reported increased motivation when engaging in activities aligned with their personal goals and intrinsic interests. The discrepancy between espoused values and actual practice highlights the importance of reflection and behavioral change facilitated through action research. Intrinsic motivation emerged as a more sustainable driver than extrinsic incentives, signifying that learners thrive when they find personal meaning and enjoyment in their learning processes. Additionally, the application of gamification techniques, such as digital badges and point systems, demonstrated promise in maintaining long-term engagement.

Ensuring continuous professional development is crucial in today’s knowledge economy, where technological agility defines career resilience. This study underscores the importance of fostering a culture that values and supports autonomous learning, both within academic settings and workplaces. Organizations should adopt policies encouraging reflection and intrinsic motivation, providing resources and environments conducive to self-directed initiatives. Similarly, individuals can leverage these insights to develop personalized learning pathways, leveraging reflection, goal setting, and motivational tools to sustain ongoing education and skill acquisition.

Practically, the research indicates that cultivating self-awareness and identifying personal motivators are essential for fostering lifelong learning habits. By encouraging reflective practices, learners can better understand their intrinsic incentives, making learning more meaningful and effective. Educational institutions and employers can incorporate gamified elements and structured reflection exercises to foster engagement. The integration of heutagogical principles supports a paradigm shift from instructor-led to learner-centered education, preparing individuals to adapt proactively to industry needs and technological advancements.

This study also has direct relevance to my professional development. Understanding how to implement action research methodologies enhances my ability to facilitate autonomous learning within my organization. It encourages a reflective mindset and highlights the importance of intrinsic motivation, which I can apply in designing training programs, coaching sessions, and personal learning plans. Adopting a learner-centered approach promotes empowerment, autonomy, and sustained engagement—qualities essential for thriving in today’s fast-changing work environments.

During the process of reviewing peer research proposals, I gained critical insights into assessing methodologies, theoretical frameworks, and the coherence between research questions and findings. The exercise emphasized the importance of identifying literature gaps and evaluating whether the data collection methods appropriately address the research objectives. The reflection journaling element also reinforced the value of self-awareness in the research process, highlighting how reflective practice can enhance the quality and impact of scholarly work.

References

• Blaschke, L. M. (2017). Self-determined Learning (Heutagogy) and Digital Media Creating integrated Educational Environments for Developing Lifelong Learning Skills. The Digital Turn in Higher Education. https://doi.org/10.1007/_10
• Blaschke, L. M., & Hase, S. (2015). Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners. The Future of Ubiquitous Learning, 25-40. https://doi.org/10.1007/_2
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Grant, J., & Zilling, T. (2017). Introduction: What is managed continuing professional development? The Good CPD Guide, 1–11. https://doi.org/10.1201/
• McTaggart, R., & Nixon, R. (2018). Evolution of the Action Research Planners: Towards Critical Participatory Action Research. Education in an Era of Schooling, 61–78. https://doi.org/10.1007/_5
• Méndez, M. G. (2014). Autoethnography as a research method: Advantages, limitations and criticisms. Colombian Applied Linguistics Journal, 15(2), 279. https://doi.org/10.14483/udistrital.jour.calj.2013.2.a09
• Nash, D. B., Joshi, M., Ransom, E. R., & Ransom, S. B. (2019). Creating Alignment: Quality Measures and Leadership. In The healthcare quality book: vision, strategy, and tools (4th ed., p. 310). Chicago, IL: Health Administration Press.
• Roepke, A. M., McGonigal, J., & Broome, R. (2013). Getting SuperBetter: Using gameful technology to improve well-being. PsycEXTRA Dataset. https://doi.org/10.1037/e
• Tritsch, J. L. (2016). The Power of Habit: Why We Do What We Do in Life and Business, by Charles Duhigg. Organization Management Journal, 13(1), 61–63. https://doi.org/10.1080/.2016