Sction 0: Research Proposal Form

Student Name:  Mr Example

Student number: HE070619


 Centre Name:    Wembley Campus, Madison House, 
                          24-28 London Road, Wembley Middlesex HA9 7EX


 Tutor:       Mr David Hilton                 Date:   27th March 2019

Unit 11:    Research Prroject

Proposed title:   An investigation of student and teacher's perceptions 
                          of Blended learning at an Inner London Further Education college

Section 1: Title, objective, responsibilities

1.1: Purpose of research:

 The purpose of this research is:  An investigation of student and teacher's perceptions of Blended learning at an Inner London Further Education college (ILFEC), and 

 1.2: Research's objectives:

  • The investigation will centre on the challenges -presented to the ILFEC by Ofsted (2012) - of reversing falling UK productivity, by increasing their organisational emphasis on teaching, learning and assessment.
  • The study will examine how an organisation could refocus its current paradigm to reflect what the research denotes as a Blended Learning culture.
  • Lastly, the research will provide some recommendations for delivering effective Blended Learning.

1.3: Intervention 

 The intervention (action taken to improve area of research) activity of this article centres on an action-reflection ‘cycle’; through a process of planning, action and reflection upon action involving the gathering of evidence about blended learning practice at the ILFEC. Specifically, the conducting of (quantitative and qualitative surveys) research on: students', teachers' and decision-makers' perceptions of Blended Learning at the ILFEC.

1.4: Principal Outcome

 The main outcome of the research will be to triangulate all the stakeholders’perceptions of Blended learning at the college; consequently demonstrating ILFEC’s organisational capabilities to delivery effective Blended Learning Courses.

1.5: Summary

 The article wiil concluded by reflecting on the results of the surveys and by suggesting some recommendations for delivering effective Blended Learning: in the form of “Advance Teacher”participation and the application of a Dual Professional - Continuous Personal Development (CPD) - model.

Section 2: Reasons for choosing this research project

2.1: The reasons why I have chosen this project are as follows:
  • British output per worker trailed the G7 average by 21 per cent in 2011, the most recent year for which there is data, the Office for National Statistics (ONS) numbers showed. Output per hour was some 16 per cent worse than across the other major industrialised economies, the ONS (2013) said, the worst figure for 18 years.
  • The Learning and Skills Improvement Service (LSIS, 2011, p.5) states that: "Economic downturn has put a new premium on skills and growth policy. Youth unemployment remains at near-record levels.Spending pressures are driving cost reductions and new coping strategies. And as the sector is liberalised, colleges and other providers are being asked to become more effective advocates for their own value beyond the narrow boundaries of ‘plan and provide’.
As part of its response, the LSIS (2011, pp.8-10) -in conjunction with the Royal Society for Arts (RSA) 2020 Public Services Hub -have suggested the following:"Five directions for socially productive further education:
  1. Incubate social value
  2. Network local growth
  3. Drive public service integration
  4. Re-set citizen engagement
  5. Create platforms for open learning.
Conversely, as their contribution to reversing falling productivity, the revised framework for Ofsted (2012) has an increased emphasis on teaching, learning and assessment. Notwithstanding, this article's slant on a solution is specifically concerned with - as to what extent has -the concepts and application of "Blended Learning platforms" increased performance throughout an FE (Further Education) college. In particular, this study will examine the utilisation and dissemination of the: Offline, Online and Support components associated with Blended Learning Approaches (BLA).

 2.2: Personal interests relate to career profile:
Mr David Hilton MBA, MA (ODE), PGCE, QTLS, ADTLLSS, MSET & HND: Production Engineer

A double Masters level graduate with over 18 years' experience -in the spheres of Production and Quality Assurance Engineering - working for companies, such as, Digital, IMB & Hewlett Packard. Also, a former Co. Director with over 10 years’ track record of business success in the service sector. Currently a full-time Business Lecturer and Learning Technologist at an Inner London Further Education College (ILFEC) with over 12 years’ experience of applying Traditional and Blended learning solutions within a Further Education (FE) and Higher Education environments. 

Section 3: Literature sources searched

The following situates the research focus within the context of the wider academic community in the research title field. In particular, it identifies a gap within that literature that the research will attempt to address.
3.1: Definition of Blended Learning: Singh (2001, p.1)

    Also, Valiathan (2002, p.1): Categorizes blended learning into three models: 
             3.1.1: Skill-driven learning,  
             3.1.2: Attitude-driven learning     
             3.1.3: Competency-driven learning,
3.2: How to refocus the organisational cultural: Johnson (1992)


3.3: Learning solutions: Clark (2000)

 The distinction between "on-line" and "off-line" is conventionally seen as the distinction between computer-mediated communication and face-to-face communication (e.g. face time), respectively. "On-line" is virtuality, and "off-line" is reality (e.g. real life)

 3.4: Blended Classrooms: are study areas which employ online content and tools as fundamental features of instruction. Thompson (2012) 

 3.5  Instructional models used in blended learning programmes.

 Empirical research conducted by the Innosight Institute – Staker (2012) –has cultivated the following four overreaching models which accommodate nearly all (instructional models) blended learning programme:

          1.: Rotational model , 2.: Flex model–Staker  

          3.: Self-Blend model,  4.:Enriched Virtual model

Section 4: Activities and timescales


4.1: Data collection

The data collection role is tasked with gathering the three key types of resources intimated in – Grant (1991, pp.1-2) – Resourced Based View (RBV) i.e. tangible resource, intangible resource and organisational capability. 

Therefore, to achieve this aim the data collection has been divided into four design areas: 

(1) Student Survey (2019)

(2) Teacher Survey (2019)

(3) Decision-makers (2013) web-log and 

(4) The ILFEC’s current polices & strategies relating to Blended Learning were consulted comprehensively by access to the ILFEC Internet and hardcopy downloads

4.2: Produce a schematic: Off-line components

4.3: Produce a schematic: On-line components  


4.4: Produce a schematic: Blended Learning support programme

Section 5: Research approach and methodologies

5.1: Planning action research

The purpose of the research is to ascertain to what extent has the organisational capabilities to delivery its reserch objectives. Furthermore, for the rationale of clarification,the following (5 stage) strategy analysis could be employed - modelled on Grant (1991, pp.1-2) - the resource-based theory of competitive advantage:

 1. Resources
2. Capabilities
3. Competitive advantage 
4. Strategy
5. Resources gap

 5.2: Mixed methods proposal
A mixed methods design was adopted - Cresswell (2007) - to conduct the research, because its methodology had the flexibility to accommodate an organisation's environment. In particular, a sequential explanatory design (SED) was used wher equantitative data is collected and analysed, followed by qualitative data

 5.3: The areas of research covered relates to:

 Execution of action research:
  • Identify a problem to be studied
  • Collect data on the problem
  • Organize, analyze, and interpret the data
  • Develop a plan to address the problem
  • Implement the plan
  • Evaluate the results of the actions taken
  • Identify a new problem
  • Repeat the process

 Examples:

Section 6: Research Ethics Approval Form

All students conducting research activity that involves human participants or the use of data collected from human participants are required togain ethical approval before commencing their research. Please answer all relevant questions and note that your form may be returned if incomplete. 


For further support and guidance please see your respective Unit Tutor. Before completing this form, we advise that you discuss your proposed research fully with your Unit Tutor.

Please complete this form in good time before your research project is due to commence.
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Section 6.1: Basic Details

Project title: What effect has globalisation had the business of football?

Student name: Mr Example

Student ID number: HE00017

Programme: Unit 11: Research Proposal

College: Wembley Central

Intended research start date:  10th June 2019

Intended research end date: 7th October 2019
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Section 6.2: Project Summary

Please select all research methods that you plan to use as part of your project:

  • Interviews:                                             Yes                 No
  • Questionnaires:                                       Yes                 No
  • Observations:                                          Yes                 No
  • Use of PersonalRecords:                           Yes                 No
  • DataAnalysis:                                          Yes                 No
  • ActionResearch:                                       Yes                 No
  • FocusGroups:                                          Yes                 No
  • Other (please specify):                             Yes                 No
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Section 6.3: Participants

Please answer the following questions, giving full details where necessary.

Will your research involve human participants?

Who are the participants? Tick all that apply:

Ages 12-16: Young people aged: 17-18 Adults:

How will participants be recruited (identified an approached)?


Describe the processes you will use to inform participants about what you are doing:

How will you obtain consent from participants? Will this be written? How will it be made clear to participants that they may withdraw consent to participate at any time?

Studies involving questionnaires: will participants be given the option of omitting questions that do not wish to answer?

Yes                No 

If no please explain why below and ensure that you cover any ethical issues arising from this 

Studies involving observation: Confirm whether participants will be asked for their informed consent to be observed. 

Yes              No 

Will you debrief participants at the end of their participation (i.e give them a brief explanation of the study)?


Yes No Will participants be given information about the findings of your study?(This could be a brief summary of your findings in general)

Yes             No
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Section 6.4: Data Storage and Security

Confirm that all personal data will bestored and processed in compliance withthe Data Protection Act (1998)                            Yes:             No:

Who will have access to the data and personal information?

During the research:Where will the data be stored?

Will mobile devices such as USB storage and laptops be used?    Yes:    No:

If yes, please provide further details: 

After the research:Where will the data be stored?

How long will the data and records be kept for and in what format? 

Will data be kept for use by other researchers?                         Yes:   No:

If yes, please provide further details:

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Section 6.5: Ethical Issues

Are there any particular features of your proposed work which may raise ethical concerns? If so, please outline how you will deal with these:

It is important that you demonstrate your awareness of potential risks that may arise as a result of your research. Please consider/address all issues that may apply. Ethical concerns may include, but are not limited  to the following:

  • Informed consent.
  • Potentially vulnerable participants.
  • Sensitive topics.
  • Risks to participants and/or researchers. 
  • Confidentiality/anonymity.
  • Disclosures/limits to confidentiality.
  • Data storage and security, both during and after the research (including transfer, sharing, encryption, protection). 
  • Reporting.
  • Dissemination and use of your findings.
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Section 6.6:  Declaration

 I have read, understood and will abide by the institution’s Research and Ethics Policy: 

Yes  / No

I have discussed the ethical issues relating to my research with my Unit Tutor:

Yes / No

I confirm that to the best of my knowledge:

The above information is correct, and this is a full description of the ethical issues that may arise in the course of my research

Name:   Mr Example                              Date: 29th May 2019

Please submit your completed form to your supervisor and also attach to the Research Proposal when submitting to Turnitin.

Section 7: Bibilography

References:
  • ILFEC (2013): InnerLondon Further EducationCollege.
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