Reflexivity

It seems appropriate, but I'm currently reading about reflexivity. How do 'I' and my research connect? Alan Peshkin's 1988 article 'In Search of Subjectivity - One's Own' is an account of how his six 'I's' (Ethnic-Maintenance; Community -Maintenance; E-Pluribus-Unum; Justice-seeking; Pedagogical-meliorist; Nonresearch Human) have influenced his research in both positive and negative ways. He advocates the systematic monitoring of the self to evaluate its impact on the research. I wrote a summary of some of my selves (not sure which 'I' is writing them, though!):

• My professional role at Staffordshire University currently involves me in working with teams of staff to help them design effective online learning for both blended and distance learning courses. I have designed and run a range of training sessions, workshops, discussion groups, and seminars etc many of which are online. My (paid) work role makes me keen to produce research that is perceived as ‘gold standard’ and can be used to support my role in promoting online learning.

• In my ‘student’ role, I have studied in classrooms and lecture theatres, and also as an online distance student and found both to be both challenging and stimulating. I have a conscientious approach to my own learning and prefer a linear, structured and methodological approach rather than a loose, experimental course design. This may influence my interest in and preference for certain types of distance learning course designs.

• As a white, western, middle-class woman I have had the advantages of a free formal education up to degree level that I was able to combine with raising a family. This has led to opportunities for a variety of professional level work. This underpins my interest in, and enthusiasm for, formal accredited education and its benefits for self and society.

Greenbank (2003) discusses a wide range of ways that values impact on the research and attempts to suggest ways to minimise the impact. But it seems there is no way to do this - the best he can suggest is that all researchers, both those using qualitative and quantitative methods, are aware of their values and perspectives and share them with their readers.

Why this reading journal?

This journal is one of my strategies for reading, thinking and writing my assignment and finally my thesis. I read a lot, but so far, haven't recorded my thoughts and comments other than in brief notes. I plan to comment on how my readings contribute to answering my research questions:

• Is there a correlation between e-learning models (learning designs) for distance learning programmes and retention, attainment and satisfaction data?
• How do we categorise learning designs? Can they be used to compare programmes?
• What features of online distance learning design impact on retention, attainment and satisfaction? Variables might include: scaffolding of the online tasks; the amount of active learning; the inclusion of assessment of online tasks; and the variety of interactions between students, their peers, tutors and externals
• Why do students drop out of online courses?
• What are student expectations of learning models?
• What are their experiences of actual learning models?
• What do students actually do in response to teachers set tasks and activities?

These questions are bound to change, but they will drive my thinking to be more than a recording of what I have read!