We anticipate that within this broad framework, instructors will devise their own models and methods of research, consistent with constraints imposed by their students, availability of support and teaching resources. A literature review revealed that problems particular to the subject of information systems were that students find it difficult to visualize how the business world functions and also find it difficult to integrate information systems concepts and apply the knowledge they acquire in answering case study-type questions.
Applying the criteria identified, 80 publications were reviewed.
We have employed these labels because they are in common usage among action researchers, but the accompanying descriptions give a clearer picture. Applying Kemmis’ [51] definition of action research, Robinson and colleagues facilitated critical self-reflections and critique among the preceptors in order to “develop and implement strategies to address problem issues” (p. 356).
Box 4004, Eau Claire, WI 54702, USA, Center for Excellence in Teaching and Learning, University of WI-Eau Claire, Eau Claire, WI, USA, Indicated which action research methodology was used, Included a clear description of the research methodology, Stated which data collection processes were employed, Analyzed findings and/or process of the research, Theory: research conducted in a nonclinical, in-classroom setting, often with a focus on knowledge sharing, Clinical: instruction-related research with an experiential component, Curricular: research applied to nursing curriculum at the department or school/college level.
The many variations in approaches to action research became apparent in the nursing education literature review. The final 39 articles selected included a systematic research process, and many, but not all, incorporated reflection and discussion with coresearchers or others for the purpose of making change in a situation over time. The many political and contextual variables related to payment and volunteer involvement by practitioners were identified through the process.
Use the clear and actionable definition provided in this review for applying criteria for research development. Third, action research was used to initiate curricula change related to degree requirements [61, 62] and assessment [49, 63, 64]. The researchers also discussed continued attention to the “participatory” nature of the action research process used. Before the evaluation, the students were given a set of cognitive tests and classified according to their cognitive styles and their technical, analytical and management abilities. Below you’ll find a list of educational topics broken up by major knowledge sections; such as education administration, classroom management, curriculum development, philosophy of education, theories of education, and education of children with special needs. To facilitate greater understanding of this methodology, the research process from one article is highlighted at the end of each summary to demonstrate action research process within each topic area.
At the K-12 level, research is often discussed as personal or collaborative reflection to delineate educational outcomes [13–15]. The definition calls for a systematic research process that can be articulated by the researcher, which assists in developing and publishing research. The use of action research in knowledge development and in assessing nursing knowledge for publications could increase nursing knowledge.