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Free Example of Teaching Quality Assessment Essay

Applying an action research approach is necessary to incorporate a much effective teaching practice that is essential to respond to the challenging work environment and rate high on the Teaching Quality Assessment initiatives. This much has been developed strongly so far. What remains to be answered now is what action research really is and how it can be used to incorporate the notion of collaborative computer based learning for the class of undergraduates. With action research used to incorporate better teaching tactics, the instructors become reflective practitioners, which are more involved in the teaching process and how their teachings can shape better employees in various industries in the tertiary sector especially. Action research has the highest implication in higher education and the instructors have to be well equipped with the insights of the industry something which action research offers them effectively. The only thing they are required to do is to get involved more and feel the responsibility towards the growth of the professionals under training in the institutions (Mill, 2009).

Through systematic, controlled action research, higher education teachers can become more professional, more interested in pedagogical aspects of higher education and more motivated to integrate their research and teaching interests in a holistic way. This, in turn, can lead to greater job satisfaction, better academic programmes, improvement of student learning and practitioner’s insights and contributions to the advancement of knowledge in higher education (Zuber-Skerritt, 1982: 15)

Action research starts with the objective to change the teaching and learning environment as opposed to the previously stagnant learning practices that remained unchanged with the fast changing work and practical environment. Action research calls for the use of innovation and creativity and going for out of the box thinking on part of the instructors. Action research methodology is in fact a highly systematic procedure that first ensures that the instructors realize the short falls that exist in their existing practices and the gap that exists between their teaching style and system and the demands of the workplaces, whereby using such information to incorporate more innovative means of teaching that enforces more effectively in a more modern way the ideas and concepts that are necessary to be a part of the curriculum for the professional trainees. Action research thus allows theory and practice to go hand in hand during the entire process of learning and imparting education (Hendricks, 2008).

Action research follows the simple procedure of first identifying the problem, plan action, implement, evaluate and reflect. With the data collected and evaluated from the first cycle, any short falls that are found are revised in the second cycle and modified further if found to be still flawed in the third cycle and so on. In this way this becomes a repetitive process which allows the institutions to continuously evolve and develop their teaching practices and stay highly updated to the changing education, labor and work environment. The following figure illustrates this procedure.

But herein, the instructors or practitioners have to also use their intuition, skills and expertise gained through years of experience in the field of education to combine the results of the action research as well as their own personal evaluations to craft better and more adaptive and practical teaching approaches.

How is action research used to find information regarding development of a better and more influential computer based collaborative learning? This question is now answered.

For the Action research problem has been identified clearly and highly vividly in the background section. The objectives have also been developed in this section. The action research is taken place in the existing university and data is collected from internet as well as scholarly sources to find how companies are employing further complexities in work and the use of computer based working. Also, how well other universities and institutions are doing through employment of computer based learning and training of holistic notions whilst teaching of required curriculum. Based on these findings a curriculum that is action research based can be developed which takes into account the need for computer based collaborative learning as well as use of innovation and challenging work environment insights (Mertler, 2008).

The research aims to apply the action research model as offered by the figure above effectively into the educational system which calls for the implementation of collaborative computer based learning. It aims to identify and in turn develop those means of learning practices and tools that pave way for the most collaborative and high tech learning and development of the students. The research then follows the aim to put this all information into practice. Evaluation is also a part of the research whereby the results are evaluated to prepare the final curriculum.

The objectives of the research are clear cut, critically generated. They call for self-evaluative measures and are aimed to create more reflective strategies for the curriculum development.  The main intention is to develop the notion of participative problem solving so as to induce collaborative at a higher level in the curriculum.

Curriculum Development

Curriculum Objectives

The curriculum objectives are:

  • To allow the students to engage in constructive learning practices
  • To allow the students to practice depth in learning
  • To develop a more enhanced medium of transference of education and learning which is collaborative and is open for continuous evaluations and adaptations and improvements, thus, whereby allowing further action research cycles to take affect.

Curriculum Strategy

The curriculum strategy that is developed is “constructivist” and “self-evaluative” whereby such practices are induced into the curriculums that allow the students and teachers to evaluate and enhance their positions in the collaborative learning environment.

Curriculum Features

Following are the main and distinctive features of the curriculum that has been developed based on the action research findings:

  1. Programmed Learning

This is a systematic method for teaching job skills involving presenting questions or facts, allowing the person to respond, and giving the learner immediate feedback on the accuracy of his or her answers. This allows close monitoring and evaluation by the practitioners and assesses students’ performances based on standard criteria. This is similar to the existing exercise and teaching tools used but slightly more structured.

  1. Audiovisual-Based Training

Instructors make PowerPoint presentation slides to step by step explain the procedures of the tasks of each job. Other visual aids that could be used are videos of perfect job performance with demonstration tutorials. This is also a collaborative tool in computer based learning whereby two-way communication is employed to first impart the tutorials and then engage in interactive sessions. The purpose of incorporating this rather conventional method into the curriculum is to allow direct communication with the teachers and the practitioners so that the students gain firsthand experience and lessons, though computer based aids are used, they are nonetheless physically present in front of the teachers and they can get prompt feedback which is highly motivating for them.

  1. Simulated Training

Simulated training involves training students on special off-the-job equipment, as in airplane pilot training. This is highly holistic as well as practical as it allows the students to get the actual taste of what the real work environment is like and how well they can position themselves in the situations of job stress, and how their actions can produce major consequences on other jobs. Here usually real situations are produced as simulations and the students assessed based on how they use their intellect and holistic thinking to counter the challenges and the demands.

Iv. Electronic Performance Support Systems

These are sets of computerized tools and displays that automate training, documentation, and phone support, integrate this automation into applications, and provide support that’s faster, cheaper, and more effective than traditional methods (Cratz and Susanne, 1993).

  1. Distance and Internet Based Learning

These include:

  • teletraining
  • Virtual Classroom
  • Mp3/Instant Messaging


The new business environment is highly computer based and internet based, which is far beyond the mere concepts and notions of databases where the computer analysts or database managers were the only ones to handle the computer related queries. When companies are becoming more technologically advanced it is only true to note that the education system should not fall behind and should employ more computer based means of imparting education onto the employees under training of professional development. This calls for collaborative computer based learning for which an effective curriculum can only be developed with the help of action research. Action research is a tool which incorporates the concept of holistic work practice into practitioner’s and students’ everyday learning. The research paved way for the development of a more effective computer based curricula, but therein lays room for improvement in the research practice which can incorporate more means of data sources. 

Code: Sample20

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