Workshop on Theoretical Framework and Literature Review

Presenter: Assoc Prof Dr Esther Daniel, Faculty of Education, UM.
Venue: Dewan Bestari, Faculty of Education, UM
Time: 2.00 - 5.00p.m.
Date and Day: 21 February 2009 (Saturday)

What is Literature Review?

• a synthesis of available research
• a critical evaluation
• has appropriate breadth and depth
• has clarity and conciseness
• uses rigorous and consistent methods

What is the purpose of having literature review?

• distinguishing what has been done from what needs to be done
• discovering important variables relevant to the topic
• synthesising and gaining new perspective
• identifying relationships between ideas and practice
• establishing the context of the topic or problem
• rationalisng the significance of the problem
• enhancing and acquiring the subject vocabulary
• understanding the structure of the subject
• relating ideas and theory to applications
• identifying methodologies and techniques that have been used
• placing the research in a historical context to show familiarity with state-of-the-art developments.

Why do we conduct literature review?

• to identify gaps in current knowledge
• to avoid reinventing the wheel (of the same mistakes made by others)
• to carry on from where others have reached
• to increase your breadth of knowledge of your subject area
• to identify opposing views
• to put your work in perspective
• to identify methods that could be relevant to your project
• etc.

Organising a Literature Review

• Introduction: define the topic and elaborate your reason for selecting the topic
• Body: some ways to organise your discussion:

- Chronologically
- Thematically
- Methodologically

• Conclusion: summarise the major contributions, evaluating current position and pointing out flaws in methodology, gaps in the research, contradictions and areas for further study.

Dr Esther made a clear distinction between conceptual framework and theoretical framework at PhD level but not necessarily at masters level. Conceptual framework (could be presented graphically or in a narrative form) tells the researcher's position on the problem and shows direction of the study. Meaning, the conceptual framework established is able to describe the whole concept of your study. The framework could be adapted or modified from an existing model used in previous study. Besides, through the framework, researcher would be able to show the relationships of the different constructs that he wants to investigate.

On the other hand, theoretical framework is a structure drawn based on a formal theory that guides the researcher. The theory then evolves and develops until it becomes refined to emerge as a robust outcome of your research. Thus, the theoretical framework is but a theory that serves as a basis for conducting research.

In my humble opinion, a revised theory may emerge based on the study done and it is not necessary for a researcher to create new theories.

Useful References

Garrison, D.R. (2000). Theoretical challenges for distance education in the tenty-first century: A shift from structural to translational issues. International Review of research and Open and Distance Learning, 1(1). Avaialable: http://www.icap.org/iuicode?149.1.1.2

Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical thinking in a text-based environment. Computer Conferencing in higher education. Internet in Higher Education, 2(2), 87-105.

Garrison, D. R., Anderson, T., and Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. The American Journal of Distance Education 15(1), 7–23.

Gunawardena, C.N., Lowe, C.A., & Anderson, T. (1997). Analysis of a Global Online Debate and the Develoment of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing. Journal of Educational Computing Research, 17(4), 397–431.

Hara, N., Bonk, C. J., & Angeli, C. (2002). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152.

Knuka, K. & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13

Allan, M. (2004). A peek into the life of online learning discussion forums: Implications for Web-based distance learning. International Review of Research in Open and Distance Learning, 5(2), Retrieved April 19, 2005, at http://www.irrodl.org/content/v5.2/allan.html

Angeli, C., Bonk, C.J., & Hara, N. (1998). Content analysis of online discussion in an applied educational psychology. course. Center for Research on Learning and Technology, Indiana University, Bloomington, IN. Retrieved March 30, 2004, at http://crlt.indiana.edu/publications/journals/techreport.pdf

(11), 57-74.

Teacher professional development 2

http://www.ericdigests.org/1997-2/time.htm

ERIC Identifier: ED400259
Publication Date: 1996-10-00
Author: Abdal-Haqq, Ismat
Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC.

Making Time for Teacher Professional Development. ERIC Digest.

Effective professional development addresses the flaws of traditional approaches, which are often criticized for being fragmented, unproductive, inefficient, unrelated to practice, and lacking in intensity and follow-up (Bull et al., 1994; Corcoran, 1995; Professional Development, 1994). Effective professional development:

is ongoing;

includes training, practice, and feedback; opportunities for individual reflection and group inquiry into practice; and coaching or other follow-up procedures;

is school-based and embedded in teacher work;

is collaborative, providing opporunities for teachers to interact with peers;

focuses on student learning, which should, in part, guide assessment of its effectiveness;

encourages and supports school-based and teacher initiatives;

is rooted in the knowledge base for teaching;

incorporates constructivist approaches to teaching and learning;

recognizes teachers as professionals and adult learners;

provides adequate time and follow-up support; and

is accessible and inclusive.

Professional development

Source: Teacher Professional Development: A Primer for parents and community members [Electronic. Version]. Retrieved 23 February 2009, from http://www.publiceducation.org/pdf/Publications/Teacher_Quality/Teacher_Prof_Dev.pdf


Characteristics of Quality Professional Development
• Continuous learning, not a one-time seminar
• Focused on improving classroom practice and increasing student learning
• Embedded in the daily work of teaching, not relegated to special occasions or separated from the learning needs of students
• Centered on crucial teaching and learning activities—planning lessons, evaluating student work,
and developing curriculum
• Cultivated in a culture of collegiality that involves sharing knowledge and experience on the same student improvement objectives
• Supported by modeling and coaching that teaches problem solving techniques
• Based on investigation of practice through case study, analysis, and professional discourse8