action research plan
Rather than dealing with the theoretical, action research allows practitioners to address those concerns that are closest to them, ones over which they can exhibit some influence and make change (Ferrance, 2000).
Topic of Action Research
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The topic of this action research plan is to explore the perceptions of ePortfolio use as a job-seeking tool within the at-risk, non-traditional adult learner population and the workforce development field. This topic ties directly into my disruptive innovation plan, Effectiveness of an Agencywide ePortfolio Initiative for ABE, CTE, and ELD Students, which is currently moving toward the implementation phase. This is important to note because I will not be able to begin measurement of the action research until implementation of the innovation plan has been completed.
This area of study is incredibly important to me not only because it ties in with my innovation plan, but because our school is also a workforce development agency. Specifically, we serve adult learners over the age of 22 who do not possess a U.S. high school diploma. The need in our area is incredibly high, not only for education but for workplace skills and transitional services in general.
This area of study is incredibly important to me not only because it ties in with my innovation plan, but because our school is also a workforce development agency. Specifically, we serve adult learners over the age of 22 who do not possess a U.S. high school diploma. The need in our area is incredibly high, not only for education but for workplace skills and transitional services in general.
Purpose of the Study
ePortfolio use is a completely new concept at my organization to most students and staff and so I felt as though I should really do a thorough assessment of digital literacy skills before attempting a large-scale implementation. What I found was a significant need (and desire) for upskilling of staff before we could even begin to address student needs. After all, how can a teacher expect their students to do something that they themselves haven’t done (or can’t do)? I have already started a series of digital learning sessions for ongoing professional learning as well as a regular hands-on ePortfolio workshop exclusively for teachers and paraeducators.
Once the upskilling stage has produced enough “eP-ready” teachers and paraeducators, the implementation stage can start and the early student adopters will begin moving through the process of building their own ePortfolios. One of the suggested objectives of every student-created eP will be a “Workplace Skills” section where learners can showcase their evidence of learning, certifications, digital badges, etc. The main purpose of this study will be to assess the perceptions of ePortfolios as a job-seeking tool by not only the creators but the workforce development professionals who will be looking at them.
Once the upskilling stage has produced enough “eP-ready” teachers and paraeducators, the implementation stage can start and the early student adopters will begin moving through the process of building their own ePortfolios. One of the suggested objectives of every student-created eP will be a “Workplace Skills” section where learners can showcase their evidence of learning, certifications, digital badges, etc. The main purpose of this study will be to assess the perceptions of ePortfolios as a job-seeking tool by not only the creators but the workforce development professionals who will be looking at them.
Fundamental Research Question
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The fundamental research question I will be exploring is, “How is the ePortfolio as a job-seeking tool perceived within at-risk, non-traditional adult learner populations and the workforce development field?” Because of the limited availability of adult learners who use ePortfolios in my region, I will be focusing on the students that I have direct access to at my school. This may mean that the sample pool will be small, but I know that they will all have had a similar experience with ePortfolio use as the implementation will be managed by me.
Research Design and Methods
The action research will be qualitative in design. The goal is to identify the root of the problem by engaging, interviewing, and surveying ePortfolio users and workforce development professionals to collect data on their personal experiences and perceptions. One area of concern, as stated earlier, will be the small number of users that are available for study. Further research may be needed to identify target users in other geographic locations. I may be able to reach out to our county Office of Education or regional Adult Education Consortium for assistance with this.
Data Collection
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In order to assess overall attitudes and perceptions toward ePortfolio use as a workforce development tool, various data will be collected via focus group discussions, in-person interviews, and online survey responses. Students and workforce development professionals will be measured separately but with similar talking points. The main goal is to collect solid data that, when analyzed, will convey clear themes that can then be sorted.
Measurement Instruments
Focus group discussions will be held with students who have used ePortfolios but not for job-seeking, students who have used ePortfolios for job-seeking, and students who do not have an ePortfolio but have gone through the job-seeking process. In-person interviews and online survey responses will be used with students in the same categories (Appendix A). Workforce development professionals will be given the option of in-person or online interview or online survey (Appendix B).
Literature Review
In reviewing the available literature in the area of my action research, I was not surprised to find very little in specific, applicable study. I am not surprised because in my previous work researching ePortfolio implementation in adult learner settings there was also a lack of available research. However, there is a large body of research available on perceptions in ePortfolio use as well as a growing segment as the ePortfolio pertains to job-seeking. There is not very much overlap in the two subjects which gives me an opportunity to add my action research to the broader field of education.
Timeline
The timeline for this project will be carefully planned and allows for plenty of time for professional learning and curriculum implementation along the way as supports. All professional learning will be relevant and sustained and all students will be advised to create a space on their ePortfolio for workforce development purposes. Administration will be updated on a monthly basis and teachers will have access to the Digital Learning Coordinator for additional support at all times.
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Summer 2019
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Spring 2020
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References
Ferrance, E. (2000). ACTION RESEARCH. Retrieved from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (Fifth ed.). Thousand Oaks, CA: SAGE Publications.
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (Fifth ed.). Thousand Oaks, CA: SAGE Publications.
Appendix A
Student Focus Groups
- ePortfolio: YES, Used in Job-seeking: NO
- Why have you not used your ePortfolio in the job-seeking process?
- Do you think an ePortfolio can help you secure an interview? Why?
- Do you think an ePortfolio can help you secure a position? Why?
- Is there any reason you would not consider using an ePortfolio in the job-seeking process?
- ePortfolio: YES, Used in Job-seeking: YES
- How did you use your ePortfolio in the job-seeking process?
- Why did you use your ePortfolio in the job-seeking process?
- Did the ePortfolio help you in any way? How?
- Is there any reason you would not consider using an ePortfolio in the job-seeking process?
- ePortfolio: NO, Job-seeking: YES
- Have you heard of an ePortfolio?
- If NO, please describe what you think it might be.
- If YES, please describe what you know or have heard.
- After learning more about the ePortfolio, would you consider using one in the job-seeking process?
- Do you think an ePortfolio might have been helpful in your previous job search?
In-Person Interview
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Online Survey
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Same categories and questions as above.
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Same categories and questions as above.
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Appendix B
In-Person or Online Interview
- Familiar with ePortfolio: YES
- What is your professional opinion on the use of ePortfolios by job-seekers?
- What results have you seen in terms of use of the ePortfolio and successful job placement?
- Any suggestions for potential job-seekers on their ePortfolio?
- What is your professional opinion on the use of ePortfolios by job-seekers?
- Familiar with ePortfolio: NO
- Could a website that could display an applicant’s evidence of learning or demonstration of workplace skills be a useful tool?
- If YES, how can it best be utilized?
- If NO, why not?
- Could a website that could display an applicant’s evidence of learning or demonstration of workplace skills be a useful tool?
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