Collaborative Action Research in Online Classroom: A Case Study

Action research, as a tool for improving teacher learning and pedagogical content knowledge, integrates theory into practice and develops theory through practice (Manfra, ۲۰۱۷). It is a “self-reflective” (Carr & Kemmis, ۱۹۸۶, p.۲۲۰) and “systematic and intentional” (Cochran-Smith and Lytle, ۲۰۰۹, p.۱۴۲) inquiry that can orient toward means, ends, theory, institutions, and teachers (Edge, ۲۰۱۱). The present study is an attempt to throw more light on the collaborative aspect of action research in online classes at Farhangian University of Arak. The course, named Action Research, includes ۱۸ junior students- teachers who simultaneously run English classes at public high schools. The instructor divides the whole class into five groups and each group shoulders the responsibility of presenting the content of the instructional material. By the end of each session, the instructor encourages the participant groups to reflect on the session and provides further discussion and guidance. She also makes an attempt to direct the groups towards relating each step of AR, i.e. plan, action, observation, and reflection (Kemmis and McTagger’s ۱۹۸۸ model) to the school classes. Upon completion of each stage, participants report their results to the whole class and receive further support and feedback from their peers and the instructor. The outcomes are five distinctive online posters each delineating into an area of online classroom issues plus practical measures for obviating the concern. Students’ reflections on the course and their online portfolios provide the basis for the qualitative analysis of the study. In the nutshell, they consider themselves as teachers who can relate theory into practice and play the role of problem-solvers. They further report higher levels of self-confidence in conducting research in online classes through group work and collaboration.