Faculty of Education

AEDT4201U: Thesis II
Course outline for Winter 2017
1.

Course Details & Important Dates*

Term

Section

Status

Course Type

Day

Time

Web

AEDT

Wednesday

7:10pm-8:00pm or
8:10pm to 9:00pm

Location

CRN #

BA Connect
General
73431
Room

Classes Start

Classes End

Final Exam Period

January 11, 2017

April 8, 2017

NA

* for other important dates go to: www.uoit.ca >Current Students >Important Dates
2.

Instructor Contact Information

Instructor Name

Office

Phone

Jordanne Christie

BA Connect General Room

Email
Jordanne.christie@uoit.ca

Office Hours: By appointment. As this is an online course, I will be virtually available for discussion through
Adobe Connect, Skype or other means.

3.

Laboratory/Teaching Assistant Name

Email

Todd Blayone
Shannon Webb
Nirusha Thavarajah

Todd.blayone@gmail.com
Shannon.Webb@uoit.ca
Nirusha.Thavarajah@utoronto.ca

Course Description

This mixed mode (fully online but partly synchronous and partly asynchronous) course is intended to provide BA
undergraduate students with a hands-on experience in the doing of qualitative and quantitative research as a
practical, ethically regulated engagement in knowing, doing and being (De Castell, 2008).
The course is structured around the completion of a mini research project, from start to finish and as such is a
continuation of AEDT4200. Each student will propose, design and carry out an individual study. Course activities
are designed to provide a guided apprenticeship into basic research practices, including observations, peerreview, ethical review (REB), field-notes, interviews, data interpretation, analysis, reporting, presentation and
write-up.
To support, extend and deepen their practical work, students will read exemplary research studies.

Questions such as What kind of story does this research tell?, Whose story is told, how, by whom, and for
whose benefit?, How can qualitative research claim 'validity'?, will guide an inquiry into contemporary
quantitative and qualitative research methodologies, methods and processes.
On the successful completion of the course, students will be able to:
1. Conduct research project based on the proposal and direction developed in AEDT4200.
2. Analyze research data
3. Write the final research report
4. Present final research findings
5. Describe the research process and your research experience in your research journal.
4.

Learning Outcomes

1.0 Communication
1.1 Produces effective written material
2.0 Critical Thinking
2.1 Applies critical thinking in development of knowledge
2.2 Critically analyses and selects the research approach
3.0 Research and Analysis
3.1 Identifies problem scope and issues
3.2 Identifies research process for the study in relation to the selected research methodology
3.3 Identifies data needs
3.4 Conducts data analysis appropriate to the research project
4.0 Knowledge
4.1 Defines educational research
4.2 Creates a final written paper of the research project
4.3 Presents on the research project
5.

Course Design

Similarly to AEDT4200, this course will be conducted as an independent study allowing students to plan,
implement and write about a limited research investigation. The course will include a series of seminars
combining discussions, work sessions and scaffolded support sessions where learners will be able to work in
small groups.
You will continue to work with your research mentor and will be required to meet on a weekly basis. You will
also be required to continue to maintain a research blog, which will record your thinking about your readings,
your research plans, research findings, etc.
We will have weekly Adobe Connect sessions on Wednesdays from 7:10pm to 8:00pm or 8:10pm to
9:00pm(EST).
All course material will be posted on the AEDT Thesis Courses (AEDT4200/AEDT4201) website at:
http://www.aedt4200thesiscourse.com
AEDT4201 Term 2
W1 - Introduction to Thesis II
W2 - Data Collection and Strategies for Reviewing Primary Research
W3 - Data Analysis
W4 - Data Analysis Continued
W5 - Work Session
W6 - Discussion and Conclusions

W7 - Final Report Writing Support

W8 - Work Session
W9 - Work Session
W10 - Presentation Creation
W11 - Presentation Conference (Community Criticism Required)
W12 - Written Document Submitted
Assessment - Term 2

Assignment 1: Final Written Paper

Assignment 2: Presentation
Assignment 3: Research Journal/Blog

6. Outline of Topics in the Course

Session
Theme
Activity
1
Seminar:
Discussion of course
Introduction to
requirements and revisions from
Thesis II
Thesis I
2

Seminar: Data
Collection and
Strategies for
Reviewing
Secondary
Research
Seminar: Data
Analysis

Discussion of data collection and

strategies for reviewing
secondary sources

Seminar: Data
Analysis
Continued

Discussion of data analysis and

writing of findings and
discussion

Work Session

Touch base regarding each

individual situation and set up
additional meetings as necessary

Discussion of data analysis

techniques and tools

Preparation for Next Session

Work on revisions from Thesis I and begin
finalizing Chapters 1, 2, and 3.
Meet with your research mentor and
discuss plans for Thesis II.
Finalize data collection and begin
reviewing secondary sources.

Begin to analyse the collected data,

working towards incorporating your
findings and discussion into Chapters 4
and 5.
Continue working on Chapters 4 and 5.

Work on revamping your project,

incorporating your data analysis and
findings, discussion and conclusion
sections into Chapter, 4, 5 and 6.

Reading Week
Seminar:
Discussion of synthesis of
Continue working on Chapters 4, 5 and 6.
Discussion and
findings and summary and
Conclusions
conclusions
Seminar: Final
Discussion of Assignment 1 and
Work on completing first draft of research
Report Writing
first draft of research paper
paper (Chapters 1-6)
Support
Submit first final draft of complete research paper (Assignment 1) to Instructors and Mentors
Work Session
Touch base regarding each
Work on revamping your project,
individual situation and set up
incorporating your data analysis and
additional meetings as necessary findings, discussion and conclusion
sections.
Work Session
Touch base regarding each
Work on revamping your project,
individual situation and set up
incorporating your data analysis and

additional meetings as necessary

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Seminar:
Presentation
Creation

Participate in the discussion

following the seminar.
Determine how to present your
thesis work.
Work Session
Touch base regarding each
Create your presentation and practice
individual situation and set up
delivery. Finalize your thesis report.
additional meetings as necessary
Presentation
Presentation of work (10 min.
Complete final details of your thesis report
Conference
presentation with 5min Q&A)
and submit
Final Thesis Document (Assignment 1) DUE and Journal/Blog DUE

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7.

findings, discussion and conclusion

sections.
Create your presentation and practice
delivery.

Required Texts/Readings

Textbooks:
Punch, K. F. (2006). Developing Effective Research Proposals (6th Ed.). Thousand Oaks, CA: Sage.
American Psychological Association (2010). Publication Manual of the American Psychological Association (6th ed.).
Washington, DC: American Psychological Association.
Readings:
Anonymous (2012). Case Study 2: Applying activity theory to instructor design and development experiences with
online distance learning in apprenticeship trades programmes. (electronic resource) **
Corbin, J., & Strauss, A. (2008). Chapter 2 - Practical Considerations. In Corbin, J., & Strauss, A. (2008). Basics of
qualitative research. (3rd Ed.). Los Angeles, CA: Sage.
Dell. D. M., Schmidt, L. D. & Meara, N. M. (2006). Applying for approval to conduct research with human
participants. In F. T. Leong & J. T. Austin (Eds.) The psychology research handbook: A guide for graduate students
and research assistants (2nd ed.). (pp. 175-185). Thousand Oaks, CA: Sage.
Denzin, N.K. & Lincoln Y.S. (eds). (1994). Introduction: Entering the field of qualitative research. In Denzin, N.K. &
Lincoln, Y.S. (eds), Handbook of Qualitative Research, pp. 1-17. London: Sage.
Kennedy, M. F., Childs, E. & Norman, S. (2009). Case Study 1: The work lives of part-time online faculty in graduate
education. (electronic resource) **
McGranaghan, M. (n.d.). Guidelines for writing a research proposal. Retrieved from
http://www2.hawaii.edu/~matt/proposal.html
Punch, M. (1994). Politics and Ethics in Qualitative Research. In Denzin, N.K. & Lincoln, Y.S. (1994). Handbook of
Qualitative Research. New York: Sage
(**Note: The two case studies in the readings above are denoted as electronic resource, because they are our
personal documents. We have the only copies as yet, and they have not been made available electronically in the
public domain.)
Additional readings may be assigned or recommended during the course.

8.

Evaluation Method

1. Communication
1.1 Produces effective written material

2. Critical Thinking
2.1 Applies critical thinking in
development of knowledge

2.2 Critically analyses and selects the

research approach

3. Research and Analysis

3.1 Identifies problem scope and issues

3.2 Identifies research process for the

study in relation to the selected
research methodology

3.3 Identifies data needs

4. Knowledge
4.1 Defines educational research
9.

Assignments

Criteria
1. Organizes material coherently, concisely and completely
2. Demonstrates accuracy in text and grammar usage
3. Uses a structure that makes it easy for the reading audience
to identify main points and to follow the sequence of ideas.
4. Presents document that is in compliance with APA guideline
5. Proof-reads, re-drafts, and edits documents to ensure
accuracy
Criteria
1. Seeks, identifies, and challenges implicit assumptions in the
literature
2. Evaluates literature in relation to the needs of the research
study
3. Selects literature appropriate to the research study
4. Develops thematic schema for the classification of the
literature
5. Collects information from the literature to provide a
comprehensive picture of various perspective
6. Synthesizes results of the literature review
1.

Considers all possible approaches and methodologies for the

research
2. Relates possible approaches and methodologies to the
research questions
3. Considers the contextual and ethical constraints in selecting
an approach or methodology for the research
4. Forecasts expected data and outcomes of the research
Criteria
1. Defines the research question(s)
2. Identifies concepts important to educational research
3. Determines the resources needed for the study
4. Specifies both limitations and delimitations of the study
5. Identifies the significance of the study
1. Selects the most appropriate research methodology for the
study
2. Selects a suitable design framework for implementation of
the study
3. Identifies needed resources for the study
4. Identifies specific ethical issues or considerations for the
study
1. Identifies types of data to be collected
2. Identifies specific means of collecting data
3. Identifies types of data analysis to be implemented in the
study
Criteria
1.
2.

Creates a written final paper of the research project

Delivers a 10 minute presentation of the research project

Assignment 1: Final Written Paper (50%)

In this assignment, you will describe the general background and parameters of your thesis study. The
assignment is the framework of your research. The paper will have a number of sections, each focused on
or related to the problem area that you have identified as the topic of your research. A brief preliminary
reading and literature list should be reflected in your paper. Typical sections of the background to the
research study, which you should use as headings for your paper, are as follows.
Abstract provides a brief summary of your thesis and is primarily a point of entry to your topic. The abstract
should not exceed 150 words.
Introduction/Context for the Thesis describes the background area of your research, and identifies the need
for the research and problem area that you wish to address in your thesis study. It identifies the need for
and the purpose of your study and how your study fits within the broader framework of current
research/literature, briefly.
Literature Review is an account of what has been published on a topic by accredited scholars and
researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and
ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing,
the literature review must be defined by a guiding concept (e.g., your research objective, the problem or
issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material
available, or a set of summaries.
Besides enlarging your knowledge about the topic, writing a literature review lets you gain and
demonstrate skills in two areas:
information seeking: the ability to scan the literature efficiently, using manual or computerized
methods, to identify a set of useful articles and books
critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies.
A literature review must do these things:
be organized around and related directly to the thesis or research question you are developing
synthesize results into a summary of what is and is not known
identify areas of controversy in the literature
formulate questions that need further research
The above section is copied from and with thanks to: http://www.writing.utoronto.ca/advice/specifictypes-of-writing/literature-review
Additional resources regarding the literature review can be accessed at:
http://guides.library.ubc.ca/litreviews
Theoretical Framework of the Research Study identifies the theory that underlies your research topic. It is
related to the literature on the topic and your approach to the study, and addresses indirectly the
significance of the study. This should be incorporated in both diagrammatic and textual descriptive formats.
Research Questions presents the major question for your research and any sub-questions that indicate the
specific areas that you will investigate.
Definition of Key Terms includes any specific terms that will be used throughout the study and for which
there is no standard definition, or which may require definition for a larger audience because they are
unique to the area of study. Definitions may be taken from the literature directly, or they may reflect the

way you will use these terms in your study. This should not be a separate section but incorporated
throughout the early portions of the introduction/context and the literature review when the terms are first
introduced.
Methodology of the Research presents the overall methodological approach that you have chosen for your
research, in keeping with your research questions. Your writing should specify whether the study is
categorized as quantitative, qualitative, mixed methods, etc., and describe the specific established
approach that is being followed, such as survey research or case study research. It should also offer a
rationale for your choice of research approach and methodology, in relation to your theoretical framework
and your research questions. Include description of the types of data sought, sources of data, sample
research instruments in an appendix, and a plan for analysis of the data. Be sure to also address ethical
considerations and the means used to address the issue of research rigor. In addition a detailed, projected
time line for the implementation of the research should be included.
Findings or Results section in a qualitative research report is not easily described. For example, in
qualitative research reports, the analysis section often follows the methods section. Sometimes, however,
the researchers forthrightly explain that data will be presented throughout their analysis in order to
demonstrate and document various patterns and observations. Sections of qualitative reports are also
often organized according to conceptual subheadings (often arising from the terms and vocabularies of the
subjects).
When ethnographic research is reported, the findings are more accurately represented and labeled an
ethnographic narrative, followed by a separate analysis. Of course, there may be occasions when weaving
the ethnographic observations throughout the analysis seems an effective presentation strategy, creating a
type of content and narrative analysis. Reporting observation for a content analysis of interview data or
other written documents may similarly be accomplished either by separately presenting the findings or by
interweaving findings and analysis.
(Taken from http://depts.washington.edu/uwmcnair/chapter12.writing.pdf)
Discussion/Conclusions The structure of the discussion in a qualitative article can follow the same
structure as in quantitative research reports. After a very short summary of your research question
(check that it is the same as in the Introduction) and the motivation for your wish to
explore it, you can repeat in one sentence the main result of your study. Following this, you can discuss how
your findings relate to earlier research: do they fill out the picture of what we already know, or possibly
challenge or even contradict earlier findings? In this section you can also, if possible, refer to earlier
quantitative research. In what way has your study been important for the research community or for
a larger audience? Can the results change the picture of similar phenomena in other cultures? Discuss the
extent to which the findings with this data set may be relevant to the understanding of other situations.
What are the concepts that can be transferred to other settings?
A good discussion will also contain a consideration of the limitations of your study. What problems with the
sample and data collection restricted the possibility of getting a full answer to your research question? With
what other data could the answer have been more complete? Could you have used an additional or
alternative method? Finally, consider giving recommendations for further research that will improve
knowledge about the topic you have studied.
(Taken from http://www.parint.org/isajewebsite/bookimages/isaje_2nd_edition_chapter6.pdf)
References, Notes, and Appendices must be added as required. Please consult APA v.6 regarding
formatting. The following resources may be of assistance:
http://www.apastyle.org/
https://owl.english.purdue.edu/owl/resource/560/01/

In addition to the UOIT undergraduate grading criteria (see the UOIT undergraduate calendar), the
following rubric will be used to assess the quality of the final written thesis paper.
Assignment 1 General Assessment Rubric
Criteria/
Indicators

Acceptable (D)

Good (C)

Very Good (B)

Excellent (A)

Relevance

Text does refer

to the subject
at hand in a
general manner

Text treats some

specific elements
of the subject

Text is on target
and deals entirely
with the subject
both in general
terms as well as
with principal
elements in a very
specific manner

Text is on target and

brings in more than
one perspective to
bear on the analysis
or descriptions

Coherence and
clarity

Ideas are
presented but
links are weak
and difficult to
follow

The structure
allows for good
understanding of
the relationships
between the
different parts of
the text

Excellent structure
allowing the
audience to grasp
all the ideas and
understand the
logical links
between them

The overall structure

is such that the
arguments are
presented in a
clearly refutable
manner as both
concepts and logic
are defined and
followed

Depth

Ideas presented
without
defining any
terms or
concepts

Main concepts are

defined but
without
references

All principal
concepts are
clearly defined
with some
references and
justifications

All terms and

concepts are defined
in a formal manner
and referenced, and
some documented
criticism are also
identified

Quality of
language used

Correct syntax
and grammar
used

Good form used

and a notable
effort has been
made to facilitate
reading/listening

Easy to read/listen
to, where the ideas
come forward and
the writing
disappears

Publishable.... or
almost!

Assignment 2: Presentation (30%)

A brief 10 min. presentation (plus 5 min. for questions from the audience) will be required. The
presentations will be formatted much like a professional education conference, where each speaker
sequentially will be given an opportunity to briefly review what was done and what was found in the
research project. At a later date a signup sheet will be provided for scheduling purposes. Use the rubric
below for guidance regarding formatting the presentation.
Thesis Oral Presentation: AEDT4201
STUDENT: ___________________________________________________________________
CRITERIA

Mark

The Presentation (mark out of 4)

Ability to tell the story in the time allotted, without rushing through, and drawing out
the important features of the work;
Level of ideas, language, etc. suitable for the audience (can be different compared
with the written document);
Use of visuals (e.g., overhead transparencies, slides) or demonstration materials
(e.g., models or actual equipment, computer simulations), and the quality of these;
Logical development of the material (depends on type of project): suitable
introduction, clear exposition of results obtained so far, conclusions and further
steps; and
Ability to hold the audience's attention.
Critical participation in the presentation

The Question Period (mark out of 1)

Ability to make appropriate responses to questions
TOTAL (mark out of 5)
Assignment 3: Research Journal/Blog (20%)
As a developing adult education professional, it is necessary to continuously document your progress and
your thinking about (reflections) your work. You are expected to do this by establishing your own research
journal/blog. You are free to use a technology of your choice in order to do this. You are also required to
select a minimum of two of your colleagues research journal/blog, which are of interest to you, and to
write at least one response to the initial posts in those streams. If follow-up occurs to your responses, you
are expected to respond again to maintain the dialogue. In total your participation in the journals/blogs
should encompass at least one post for each week in the course and a dialogue with 2 of your colleagues.
This is part of your responsibility as a member of the AEDT learning community. Competencies assessed are
as follows:
1.1.1
3.1.4
3.2.2
3.3.3
4.1.1

Organizes material coherently, concisely, and completely

Develops thematic schema for the classification of the literature
Relates possible approaches and methodologies to the research question(s)
Discusses data analysis approaches used in relation to the research question
Discusses thinking process and decisions made when writing up the final research
paper and preparing for the research presentation.

Your reflective journal posts will be assessed according to the following rubric.
Category
Content

Convention

Does Not Meet

Expectations
Incomplete post, relation to
topic not evident, insight is
vague or absent
Post is severely limited or
exceeds 400 words, not

Approaches Expectations

Meets Expectations

Post relates to topic to

some extent, some insight
provided

Post clearly relates to

research topics. Insightful
and appropriate.

Post is limited to 400

words or less, consists of
some independent entries

Post is limited to 400 words

or less, consists of
independent entries and

relevant to previous input,

does not stimulate dialogue

and replies, stimulates

dialogue

replies, stimulates effective

dialogue

Response

Response is lacking or not

meaning fully related to
prior posts, does not
meaningfully encourage
additional dialogue

Response is posted by
indicated deadline, indicates
a clear understanding of
concept, explains reasons
for
agreement/disagreement,
encourages dialogue

References

Post lacks sources,

evidence, sources
inaccurately cited or
missing

Response is posted by
indicated deadline,
indicates some
understanding of
concepts, agreement
/disagreement is without
explanation, encourages
dialogue
Post includes some
sources, provides limited
evidence,sources
inaccurately cited

Post includes current and

historical sources, provides
evidence, sources accurately
cited

10. Accessibility
Students with disabilities may request to be considered for formal academic accommodation in accordance
with the Ontario Human Rights Code. Students seeking accommodation must make their requests through
the Centre for Students with Disabilities in a timely manner, and provide relevant and recent
documentation to verify the effect of their disability and to allow the University to determine appropriate
accommodations.
Accommodation decisions will be made in accordance with the Ontario Human Rights Code.
Accommodations will be consistent with and supportive of the essential requirements of courses and
programs, and provided in a way that respects the dignity of students with disabilities and encourages
integration and equality of opportunity. Reasonable academic accommodation may require instructors to
exercise creativity and flexibility in responding to the needs of students with disabilities while maintaining
academic integrity.
11. Professional Conduct (if applicable)
N/A
12. Academic Integrity
Students and faculty at UOIT share an important responsibility to maintain the integrity of the teaching and
learning relationship. This relationship is characterized by honesty, fairness and mutual respect for the aim
and principles of the pursuit of education. Academic misconduct impedes the activities of the university
community and is punishable by appropriate disciplinary action.
Students are expected to be familiar with UOITs regulations on Academic Conduct (Section 5.15 of the
Academic Calendar) which sets out the kinds of actions that constitute academic misconduct, including
plagiarism, copying or allowing ones own work to copied, use of unauthorized aids in examinations and
tests, submitting work prepared in collaboration with another student when such collaboration has not
been authorized, and other academic offences. The regulations also describe the procedures for dealing
with allegations, and the sanctions for any finding of academic misconduct, which can range from a written
reprimand to permanent expulsion from the university. A lack of familiarity with UOITs regulations on
academic conduct does not constitute a defense against its application.

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Further information about academic misconduct can be found in the Academic Integrity link on your laptop.
13. Turnitin (if applicable)
UOIT and faculty members reserve the right to use electronic means to detect and help prevent plagiarism.
Students agree that by taking this course all assignments are subject to submission for textual similarity
review by Turnitin.com. Assignments submitted to Turnitin.com will be included as source documents in
Turnitin.com's restricted access database solely for the purpose of detecting plagiarism in such documents
for five academic years. The instructor may require students to submit their assignments electronically to
Turnitin.com or the instructor may submit questionable text on behalf of a student. The terms that apply to
UOIT's use of the Turnitin.com service are described on the Turnitin.com website.
Students who do not wish to have their work submitted to Turnitin.com must inform their instructor at the
time the work is assigned and provide with their assignment a signed Turnitin.com Assignment Cover sheet:
http://www.uoit.ca/assets/Academic~Integrity~Site/Forms/Assignment%20Cover%20sheet.pdf
Further information about Turnitin can be found on the Academic Integrity link on your laptop.
14. Final Examinations (if applicable)
N/A
15. Course Evaluations
Student evaluation of teaching is a highly valued and helpful mechanism for monitoring the quality of
UOITs programs and instructional effectiveness. To that end, course evaluations are administered by an
external company in an online, anonymous process during the last few weeks of classes. Students are
encouraged to participate actively in this process and will be notified of the dates via MyCampus.

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