Running Head: Peer Review Final Project 2 Peer Review

Running Head 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.

The paper focuses on the use of action research to motivate and transform young people to become self-driven learners 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 is to identify how engaging with the structure of action research can transform individual learning behaviors, enhance motivation for consistent and positive self-driven learning in classrooms or workplaces. It explores personal learning practices within computing and data science fields to determine how action research can be utilized to modify habits. The aim is to leverage self-driven learning skills and knowledge critical to the modern economy.

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 addresses challenges in the 21st-century knowledge economy, where many individuals wish to learn independently, advance professionally while working, and are capable of self-discovery. It highlights the difficulties faced by self-motivated learners in environments rich in technological and learning resources like online courses, emphasizing the need to cultivate motivation and effective learning behaviors amidst increasing educational options.

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 is to employ autoethnography to help individuals reflect on their learning behaviors within computing and data science roles, aligning them with rapid technological and workplace changes, thus fostering autonomous learning without the need for instructors.

Participants: Describe in detail the participants of the study. The participants include students studying computing and data science, providing insights into action research application in their studies. Additionally, working professionals are involved to identify effective learning strategies suited to their responsibilities, considering flexibility and stress factors. Participants were engaged over four months to assess how the method influences self-directed learning enhancement.

Research Questions: List the primary research question and any sub-questions. The questions include: How can values relevant to self-driven learning be modified via action research? How does learning influence personal life? How can learning practices be tailored to individual schedules? How can motivation and engagement in education be improved? Which methods effectively boost motivation and engagement?

Literature Review: Provide an overview of the conceptual framework, seminal theories, and organizing themes. The review centers on action research and self-determined learning. It begins with comparing traditional learning approaches with self-directed models, focusing on heutagogy—learner autonomy, control, and reflective practices. Newman & Farren (2018) emphasize heutagogy’s role in empowering learners to design their learning paths and reflect critically on their beliefs and values, fostering intrinsic motivation. The importance of reflective practice via double-loop learning is highlighted, wherein learners examine their values, strategies, and goals, facilitating personal growth and adaptability. Engagement theories, such as intrinsic and extrinsic motivation, are discussed, with emphasis on gamification as a means to sustain motivation (Blaschke & Hase, 2015). The review concludes that fostering autonomy, reflection, and intrinsic motivation are vital for self-driven learning success.

Research Design: Describe the research approach and methodology. The study employs a qualitative action research design, involving participant collaboration to improve learning practices, supplemented by autoethnography (Méndez, 2014). Data collection centers on reflection journals documenting learning actions and experiences, analyzed chronologically. Triangulation with time-tracking data enhances validity.

Ethical Considerations: Address all ethical issues with rationale. Participants provide sensitive personal information concerning their stress management, work, family, and continuous learning, necessitating strict confidentiality and privacy safeguards. The researcher must adhere to organizational ethical standards for data handling, ensuring transparency and voluntary participation, with informed consent obtained.

Research Findings: Summarize key findings and conclusions. Findings reveal discrepancies between espoused values and actual behaviors, indicating that self-driven learning effectively meets the demands of today's economy by enabling just-in-time skill acquisition. Motivation varies, with intrinsic motivators being more effective than extrinsic ones. The findings underscore that fostering autonomy, self-reflection, and motivation significantly enhances continuous learning, especially in professional environments.

Need for the Study: Justify why this research is important. This study is vital in demonstrating that motivation and engagement are crucial for lifelong learning, independent of environment. It emphasizes that individuals can improve their skills and knowledge with positive attitudes towards self-directed learning (Tritsch, 2016). It also advises organizations on how to support employee development, maintaining competitiveness through continuous education.

Practical Implications: Discuss potential real-world applications. The research promotes strategies that help individuals and organizations foster self-motivation and engagement. It suggests methods to realign personal values with learning goals, thereby encouraging proactive learning behaviors. Such insights can inform corporate training, professional development programs, and personal learning plans.

Relevance to Personal Research: Reflect on how this study relates to your own interests. Learning about action research and self-directed learning enhances my understanding of effective teaching strategies and personal development. The findings encourage me to leverage autonomous learning methods while balancing other responsibilities, which is relevant to my current and future educational pursuits (Grant & Zilling, 2017). The study provides practical tools for fostering motivation and reflection, crucial for my professional growth.

Reflections on the Process: Share insights gained. Reviewing this proposal helped me understand the importance of reflective journaling and systematic data analysis in action research. I realized that effective peer review requires critical evaluation of research questions, methodology, and theoretical frameworks. Challenges included assessing literature gaps and ensuring comprehensive coverage of relevant theories. Ultimately, this process improved my critical thinking skills and deepened my comprehension of research practices (McTaggart & Nixon, 2018).

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.
• 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. doi:10.1007/_2
• Grant, J., & Zilling, T. (2017). Introduction: What is managed continuing professional development? The Good CPD Guide, 1-11. doi: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. doi:10.1007/_5
• Méndez, M. G. (2014). Autoethnography as a research method: Advantages, limitations and criticisms. Colombian Applied Linguistics Journal, 15(2), 279. doi:10.14483/udistrital.jour.calj.2013.2.a09
• Roepke, A. M., McGonigal, J., & Broome, R. (2013). Getting SuperBetter: Using gameful technology to improve well-being. PsycEXTRA Dataset. doi:10.1037/e
• Tritsch, J. L. (2016). The Power of Habit: Why We Do What We Do in Life and Business. Organization Management Journal, 13(1), 61-63. doi:10.1080/.2016.