(IMAESCII521) Forum Short Notes: Module 3 - Identifying gaps in present knowledge to justify a research problem
(Refer to the related blog on Module 3 HERE.)
Identifying research problems varies according to the ontological definition, as well as the positionality of the researcher. As diverse as we are, the forum exchanges below describes how problem definition vary across different reference points of any individual.
Read my 3 short posts and exchanges below. My notes are in pink!
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PART I
Re: Activity 1: Identifying gaps in present knowledge
to justify a research problem
by Nhi Nguyen - Thursday, 18
February 2021, 6:18 PM
Hi Vikoriya and mates,
I read your post and gave it a try to find out the research problem in
Narushima et al. (2018). I agree with you that with this research, it does not
directly mention the "gap" in exisiting knowledge when it comes to
the statement of problem.
However, I think that the research problem can be found in the way the
researcher straightforwardly elaborated that the several issues with lifelong
learning for older adults, prevent them from lifelong learning experiences (
e.g, their participation in lifelong learning activities declines, public
lifelong learning for older adults are scarce, etc) (p.697). In other words, I
think the problem the researcher wants to highlight is that lifelong learning
activities for older adults are neglected, overlooked in policies and
practices. Maybe in this case, the "gap" there is not directly the
lack of knowledge on literature, but the lack of the attention to the values of
LL activities nowadays, which calls for a solution.
To solve this problem (i.e., this neglect on lifelong learning activities for
older adults in society), this research pointed out why they are should not be
neglected by showing why they are meaningful for older adults ( see the three
research questions). This can explain why this research is significant.
Merriam and Tisdell (2016) stated that what needs to be done for the "gap"
"becomes the precise purpose of your study" (p.77). Therefore, I
think the researcher's approach to rationalise his/her research problem and its
significance is clear, reasonable and effective.
Reference:
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to
design and implementation (4th ed.). Jossey Bass.
Re: Activity 1: Identifying gaps
in present knowledge to justify a research problem
by Mc Ronald Ι Banderlipe - Monday, 22 February 2021, 10:56 PM
Hi
Nhi,
To add to your well-explained position on Narushima et.al's positionality in
the paper, most of the studies in adult and lifelong learning tend to focus on
'dominant' population and sectors. In this regard, little studies have been
conducted questioning how this has affected the elderly in the society in terms
of their perceptions of learning, their views as members of the community, and
the meaning and significance of taking part in such learning programmes. These
are obscure but are nevertheless, very essential for an inclusive research
undertaking. Taking reference to several studies on participation, I think it
is high time that vulnerable populations are also given the voice and are
featured in these studies. Sometimes I observe that even the process of
studying certain segments of society could post a challenge to researchers to
take somehow a preferred, and sometimes 'alienating' position in the research
space.
Re: Activity 1: Identifying gaps in present knowledge to justify a research problem
We both reviewed the same paper on RCTs on vouchers systems implementation and I like how you underscored the methodical gap stated in their research. Indeed, such quantitative studies involve being privy to the both the identified 'independent variables', as well as the covariates that are outlined but are not classified as the major unit of analysis for the RCTs.
However, on a policy lens, an evidence-informed policy decision needs to include even this covariates to demonstrate where such segments of the population this specific policies benefit; and where it does not. So that governments and funders could be properly guided by evidence as to how and what kind of resources (or subsidies such as vouchers) could be allocated and targeted. It is rather troubling at times that such initiatives are rather scaled up only to support the market-driven and labour-market objectives of the government, rather than a full deference to the need to promote an organic lifelong learning culture to its citizens.
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PART III
Re: Activity 1: Identifying gaps in present knowledge to
justify a research problem
by Nhi Nguyen - Sunday,
14 March 2021, 3:41 PM
I found your work really informative and clear, McRhon.
I love the way you presented the "worldviews" where I can easily find
the context of the research, as well as why this topic is significant to be
researched.
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In reply to Nhi Nguyen
Re:
Activity 1: Identifying gaps in present knowledge to justify a research problem
by Mc Ronald Ι Banderlipe - Saturday,
20 March 2021, 11:38 PM
Hi Nhi,
The 2 papers in this class reflected how vouchers were used in the context of
encouraging and widening participation in lifelong learning. However, they are
differences as to how they were perceived. In the first study (Fleuren et. al,
2020), the utilisation rate of participant-employees to take the vouchers
depended on the flexibility of usage, the time element, as well as the
corresponding expectations for participants to apply their learning in the
workplace after the programme.
The second paper (Schwerdt et.al, 2012), the government simply thought that
such voucher systems would remain effective with or without reference to the
existing voucher schemes offered by private companies. And it was revealed that
too many players in the voucher schemes actually saturates the funding
allocated for training and eventually left unutilised. The intent of the study
was to identify areas for improving government's delivery of voucher
programmes, such as evidence-based policymaking and coordination among
stakeholders. to ensure that fiscal resources allocated to lifelong learning
programmes will be used well.
I am glad this was useful for you. Happy to brainstorm as always!
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