Template for Research Article Summary - Tài liệu tham khảo | Đại học Hoa Sen

Research-to-Practice Ho - w to-Summarize Guide Version 201 .
1 1, © Copyright 2005-2011. Rights reserved as follows.
This document was created by Will Thalheimer, Mary Norris Thomas, and Steve Villachica. The
authors maintain all rights of copyright. However, the document may be freely used, copied,
and/or modified as long as such use does not generate revenues or other financial benefits.
Purpose of this Document
This document is designed to help researchers communicate their research
findings to practitioners in a way that maintains the essence and integrity of
the research while simultaneously enabling practitioners to understand how
the research findings might be appropriately used in practice. Page 1 Section Instructions Examples A. Title This title should be
“Do learning objectives have to be understandable to lay
presented immediately before the
practitioners. It should also be targeted learning material to
framed to interest them. In other create learning benefits?” words, you may have to forgo
some precision while aiming for
engagement. It is not necessary
that your title be in the form of a
question, but such an approach may be worth considering. Word Limit: About 15 words. B. Area of Inquiry
Provide a quick referent to help us “Learning Objectives”
understand your general area of “Incentives” inquiry. “Leadership Behavior” Word Limit: About 5 words. C. Search Keywords
Provide words that can be used in “Learning Objectives” a computer-based search. “Objectives” Word Limit: About 7 words. “Adjunct Questions” “Incentives” Page 2 Section Instructions Examples D. Research
In paragraph form, describe the
“How does the length of delay Questions
research questions of interest.
between presentations of learning objectives and subsequent Your research is expected to presentation of the relevant ultimately have practical
learning material affect learning
ramifications. Please frame your
outcomes? Or more specifically,
research question(s) in a way that
Do learning objectives have to be non-researchers will easily presented right before the understand.
learning material to produce an
Although it is okay to use your effect?”
title here, this section enables
longer and more precise wording
and multiple questions as well.
Word Limit: About 25 words per question, but 15 or fewer is better. Page 3 Section Instructions Examples E. Research
In paragraph form, describe the “We conducted two separate Methodology
basic elements of your research experiments. In the first (Summary) design. Use words that lay experiment, two groups of
practitioners will understand.
learners (about 35 undergraduate students in each group) were
Word Limit: About 200 words for provided with an online each separate experiment or multimedia course on global
study that is described (up to 500 warming (requiring about 30 words if three or more
minutes to complete). One group
experiments or separate studies was provided with 5 learning were conducted).
objectives at the start of the course. The other group was
provided with the same 5 learning
objectives half way through the
course. The learning objectives
were only relevant to material in
the second half of the course. One
day after completing the online
course all learners were surprised with a quiz on the course
material, including questions on
both the first and second half of the course. Quiz questions
required learners to respond to
cause-and-effect scenarios based on the course material.” “The second experiment was
similar but the materials focused
on conflict-management skills and
were used in a corporate-training
situation with mid-level managers
as learners (20 in each group).
The final quiz was delivered one week after the learning was completed.” Page 4 Section Instructions Examples F. Research Findings
Using a bulleted list, outline about  “Results showed that (Summary) 1 to 7 major findings of your learning objectives presented research.
closer in time to the targeted learning material were likely
Use words that practitioners will to produce about 25% better understand, but augment those retention performance than with necessary specifics (for learning objectives placed example, statistics). farther away (30% in Exp. 1
Don‟t assume that your readers and 22% in Exp. 2).” will know the meaning of  “The comparison showed an
statistical tests. For example, you
average Cohen‟s d effect size
should explain (1) that effect sizes
of .8 (.92 in Exp 1 and .77 in demonstrate how large a Exp 2) Note that effect sizes
difference there is between two of this magnitude are comparison groups and (2) considered large,
significant t-tests and anova‟s demonstrating that the (etc.) demonstrate that the
comparison between “close”
findings were unlikely to result and “distant” learning purely by random factors. objectives is important.”
Word Limit: About 50 words per  “Two-tailed t-tests found
bullet, but 30 words or fewer is
significant differences in both better. experiments, with p = .24 in Exp. 1 and p=.33 in Exp. 2, suggesting that the differences in the groups are larger than would be expected by random chance.” Page 5 Section Instructions Examples G. Research
Using a bulleted list, outline about  “Comparing learning Weaknesses and 1 to 5 major weaknesses or objectives presented at the Limitations
limitations of your research, along beginning of a multimedia
with a discussion of the extent to
course might not provide a fair which they impact the real-world comparison.
generalizability of the findings. Perhaps learners have learned Include possible alternative to ignore these types of
explanations for your results.
initiating learning objectives. It might have been better to
Word Limit: About 50 words per present them one-quarter into
bullet, but 30 words or fewer is the course.” better.  “30 minute multimedia courses may not generalize to real-world courses, many of which take 90 minutes or more.” 
“Using quizzes that came one day and one week after
learning may not generalize to situations in which learners have to retain learned information for weeks or months.” 
“It might have been valuable to explore individual differences in how learners respond to learning objectives.” Page 6 Section Instructions Examples H. Relationship to
In paragraph form, describe how
“Our findings—that learning Other Relevant
your research and findings relate objectives produced increased Research
to other research. In addition to
memory retrieval when presented
providing a sense of the research
close to the targeted learning and overall conclusions,
material—are consistent with the specifically answer these
few studies that have directly questions:
tested the effect (Jones,1997;
Rothkopf, 1966; Rothkopf &
Are your findings consistent with Kaplan, 1972).”
other published research? Or do your results differ? What
Similarly, they are consistent with
conclusions should we draw from
what might be expected based on
this consistency/inconsistency? some of the more general
theoretical models on learning and Are your findings
cognition. For example, ever since consistent/inconsistent with
Ebbinghaus (1896), we‟ve known
practitioner experiences and/or
that learners forget information practitioner research (for
quickly and then gradually lose
example, research done in a work less and less over time
setting not meant for publication).
(Underwood, 1959). Research on Word Limit: About 300 words
construct accessibility (Higgins and King, 1981; Bargh, 1990)
suggests that environmental cues trigger working-memory
attentional processes. So, taking
these research threads together, we would expect that after
learning objectives are presented
to learners, they would be stored in long-term memory, where,
rather quickly these constructs
lose their memory accessibility and thus their potential to
generate attentional processing of
the type that would accelerate learning. To summarize, our
findings are consistent with these
general theoretical mechanisms.” Page 7 Section Instructions Examples I. Additional
Using a bulleted list, outline about 
“To promote generalizability, it Research Needed
1 to 5 research designs that are
would be beneficial to replicate
still needed to provide additional the study using other insights into the topic.
materials, other types of quiz questions, and researchers
Word Limit: About 50 words per
from other idea communities.” bullet, 200 words overall.  “It would be nice to use learning objectives that are interspersed within the text instead of massed altogether and vary the distance between each objective and the
learning material to which it is relevant.” 
“Prequestions could be used in
lieu of the learning objectives to determine if they have similar effects.” Page 8 Section Instructions Examples J. Practical
Using a bulleted list, outline  “Based on the research, it Recommendations about 1 to 5 practical may be advisable to present recommendations that can learners with learning reasonably be made based on objectives closer in time to the known research (including the learning material than is
your research and the research done typically. Specifically, of others). the current experiments found that a 15-minute delay In answering this question, between objectives and
consider your research results relevant learning material within the context of other produced decreases in
relevant research and consider learning. On the other hand, the research paradigm‟s we should maintain some
concomitant limitations as well. skepticism about this DO NOT make practical recommendation at this point. recommendations if the The research in the current
research is not strong enough to article—although using two warrant it. Comment on the distinct groups of learners relative strength of the (undergraduates and middle-
recommendations. Also describe aged managers) and two sets the boundary conditions that
of learning materials—is the
apply, detailing the situations in only research that directly which the recommendation is tests this recommendation.
applicable and the situations in Finally, this recommendation which the recommendation is may only apply to online not likely to be applicable. multimedia learning programs Word Limit: About 150 words
with durations of less than 30 per recommendation, and 750 minutes. There is reason to words altogether. believe that the results will generalize beyond the materials used, but
skepticism is appropriate until further research can demonstrate that directly.” Page 9 Section Instructions Examples K. Beneficiaries In paragraph form augmented
“Professionals Benefiting:
with subheadings, describe (1) This research thread is most the professionals who may be relevant to instructional best positioned to apply the
designers, instructional writers, practical recommendations and
trainers, teachers, professors, (2) the situations that the and all other instructional findings can most readily and professionals.” appropriately be applied.
“Applicable Situations: The
Word Limit: About 75 words per
practical implications are most recommendation, and 200
applicable to contexts in which words altogether.
instruction can be designed to
control the temporal delivery of
the instructional material…” L. Value In paragraph form augmented
“Practical Value: Learners‟
with subheadings, describe the attention tends to wander
overall value of this research in
during learning and attention is terms of (1) its practical key to encoding processes. If
benefits, and (2) its theoretical learning objectives can be or research benefits.
better positioned to focus these
limited attentional resources,
Word Limit: About 75 words per learning outcomes should recommendation, and 20 0 improve significantly.” words altogether. “Research Value: The
research is designed primarily
for practical purposes, but the
findings support Paivio‟s (1986)
dual-coding theory in that…” M. Practical
Using a bulleted list, outline about  “Skillhard, Inc. has begun Implementations
0 to 5 practical applications that using learning objectives to have already been undertaken begin each segment of its based on your research or the
online courses instead of using
research that you replicated. If
them only to begin the course. the information is considered No follow-up research is proprietary, describe the planned.”
application in a way that does not  “A California e-learning
violate identifying information. company developed a training Comment on whether any course on food safety that
program-evaluation research is
utilizes interspersed learning planned by the users of the objectives immediately before application.
the relevant learning material.
Word Limit: About 50 words per No follow-up research is bullet, 200 words overall. planned.” Page 1 0 Section Instructions Examples N. Annotated
Using a bulleted list augmented 
“Citation: Jones, B. (1997). Bibliography with meaningful subheadings,
A fictional research project on outline about 5 to 10 of the learning objectives that
most important research articles shows that the benefits of related to your research. learning objectives fade as
Include empirical and qualitative the length between the research as well as review objectives and the learning articles, as appropriate.
material increases. Journal of The Fictional Learning
For each article provide (1) the Sciences, 42, 145-172.
citation (APA style preferred),
(2) several sentences describing
Description, Findings, &
the research, its findings, and
Conclusions: Jones (1997) its conclusions, and (3) your was the first study since
assessment of the research‟s Rothkopf‟s earlier efforts strength and importance.
(Rothkopf, 1966; Rothkopf & Word Limit: About 150 words Kaplan, 1972) to explore the per source, and about 1000
timing of learning objectives. words all together. Jones (1997) compared objectives massed at the beginning of text-based learning materials to objectives interspersed throughout the learning material. She found that interspersed objectives outperformed the precourse massed learning objectives by significant amounts.
Assessment of Strength & Importance: Jones (1997) conflates two variables: the amount of massing and the temporal distance between the objectives and the subsequent learning material. Therefore, we should be somewhat skeptical drawing
conclusions from this study.” Page 1 1 Section Instructions Examples O. Research
Using a bulleted list augmented
“1. Research Complete: Yes, Publication with subheadings, answer the our research was completed following questions: Fall of 2006. ” 1. Is your research complete?
“2. Described in Article: Yes, Yes or No? our research is fully described in an article.”
2. Is it fully described in an article? Yes or No?
“3. Published: Yes, our research was published in 3. Has your article been
Performance Improvement published? Yes or No? If Yes,
Quarterly in the Fall of 2006. provide your complete
The full citation is Author, J. citation using APA style or
R., & Author, C. J. (2006). detail the original published The fictional response to the source so that others can get
timing of learning objectives.
access to it without having to
Performance Improvement contact you directly.
Quarterly, 18(3), 27-41.” If not yet published, where
“We also published an earlier do you intend to publish it? report on the Internet. The List the name of the journal, citation for that report is, the institution of the tech
„Author, J. R., & Author, C. J. report or white paper, and/or (2006). The fictional the website if internet-
response to the allocated published.
timing of learning objectives. Retrieved January 15, 2006,
4. Is it a (a) research article, from
(b) popular-press article, (c) http://www.finstitution.com/ some form of hybrid, or (d) techreport12.pdf‟” published in some other way altogether? Please explain.
“4. Type of Article: Our article is a research article.” Page 1 2 Section Instructions Examples P. Contact For each researcher, provide “Will Thalheimer, PhD Information
contact information, including: President  Full Name Work-Learning Research  Title 2 Belmont Terrace  Institution Somerville, MA 02143  Address 888-579-9814  Phone will.thalheimer@work- learning.com”  Email