Potential Abstract:
Operant learning, a fundamental concept in behaviorist theories of education, has been extensively studied in various contexts. However, little is known about its application and phenomenological experience within textual learning environments. This study aims to explore the phenomenological aspects of operant learning in text-based educational settings through a learning science lens. By examining the intersection of cognition, motivation, and engagement, this research seeks to provide a deeper understanding of how learners engage with and make sense of operant learning in textual contexts.
This qualitative study employs a phenomenological approach to investigate the experiences of learners engaging in operant learning activities within digital textuality. Data collection involves in-depth interviews with a diverse sample of learners, including students from different grade levels and academic backgrounds, as well as educators with expertise in teaching textual subjects. These interviews will be supplemented with observations of learners in text-based learning environments, such as online discussion forums and virtual classrooms. Additionally, textual artifacts, such as written reflections and online interactions, will be collected to further explore the lived experiences of learners.
The analysis of the collected data will involve a multi-level coding process, drawing on established theoretical frameworks in learning sciences and phenomenology. This approach will allow for the identification of recurring themes and patterns in learners’ experiences with operant learning in textual environments. Findings will provide insights into the specific factors that influence the effectiveness of operant learning in textual contexts, including learners’ cognitive strategies, motivation, social interactions, and self-regulation.
This research contributes to the emerging field of learning sciences by shedding light on the specificities of operant learning in a textual realm. The findings will have practical implications for educators, instructional designers, and educational technology developers, informing the design and implementation of effective instructional strategies and learning tools in text-based educational settings.
Potential References:
- A study of technological intentionality in C++ and generative adversarial model: Phenomenological and postphenomenological perspectives
- Phenomenological study of experience and meaning on K-13 implementation by elementary physical education teacher Purworejo regency
- Selection by consequences
- Some similarities and differences among phenomenological and other methods of psychological qualitative research.
- Beyond the rhetoric of tech addiction: Why we should be discussing tech habits instead (and how)
