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Action Inquiry (30 credits at level HE5)

This module brings together developing research skills and an increasing understanding of theory in an action inquiry. It seeks to build upon Year One by again offering the opportunity to select and negotiate an appropriate task. In choosing a topic you may wish to further develop existing research from the previous modules or begin new cycles

Module Description

In preparing for action inquiry you will be asked to look critically at different approaches to research and engage in online dialogue with an expert. In selecting supporting theory and methods of data collection you will be expected to explain decisions made and evaluate your work in the light of experience and a review of the literature. An essential part of these processes is online peer support and review therefore evidence of participation and dialogue in online community is expected.


Module content will be appropriate to individuals in their work setting and will be supported by learning

facilitators who will help students identify appropriate methodology in order to achieve the module

outcomes. Action inquiry develops valuable workplace skills in ICT, communication, presentation, reflection and analysis.


This is a web delivered distance learning module. Students will need to have access to the internet to access learning resources, participate in the online learning community and submit their electronic portfolio for assessment.


All key resources will be available online. In addition many key resources will be work context specific and defined during the planning of the learning activities with, the support of the learning facilitator to take account of the student’s work context.

Outline Content

  • Examine different views of research and associated ethics
  • Examine the range of tools available for research
  • Select a topic for for your research and begin the process with a review of the appropriate literature
  • Use a cyclic approach to collect and analyse your data
  • Present your findings
  • Critically examine the above in structured conversations within a selected partner
  • Evaluate your work and progress (developing strengths and fading weaknesses).
  • Consider next steps

Learning Outcomes (threshold standards)


On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

1. Present different views of what is research

2. Differentiate between the wide range of views as to what constitutes action research/enquiry

Intellectual, practical, affective and transferable skills

3. Select an appropriate topic for action enquiry

4. Conduct a review of the relevant literature

5. Justify the choice of data collection techniques

6. Participate in online peer evaluation


Electronic portfolio 100%

Key Texts/Literature

Dick, B (1999) Sources of rigour in action research: addressing the issues of trustworthiness

and credibility, Accessed October 13, 2005

Gregory, I (2003). Ethics in Research. London: Continuum International.

Hoepfl, M. (1997). Choosing Qualitative Research: A Primer for Technology Education Researchers . Available: Last accessed 13 October 2005.

Marshall, J. (1999). Living life as inquiry. Systemic Practice and Action Research. 12 (2), p155-171.

McNiff, J and Whitehead, J (2000). Action Research in Organisations, London, Routledge.

Mills, G (2020) Action Research A Guide for the Teacher Researcher, Accessed October 13, 2005

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