Is There a Conceptual Difference between Theoretical and Conceptual Frameworks?

Imenda, Sitwala Namwinji

doi:10.1080/09718923.2014.11893249

Cited by 210 publications

(160 citation statements)

References 4 publications

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“…It is argued that the construction of a "broad conceptual framework," at an early stage may be particularly useful for realist inquiries concerned with interventions that are large, multifaceted (Westhorp, 2012(Westhorp, , 2013 and/or could be described as messy (Sankar, 2011). The type of broad conceptual framework (Imenda, 2014) proposed would be a set of concepts, drawn from established abstract theory, which collectively provide an explanatory framework and a structure within which to develop and situate the initial set of program theories that arise from the data. This is illustrated using an example of initial theory building relating to the delivery of positive youth sexual health services in England.…”

Section: Introductionmentioning

confidence: 99%

Building Realist Program Theory for Large Complex and Messy Interventions

Shearn

Allmark

Piercy

et al. 2017

International Journal of Qualitative Methods

118

192

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Program theory, that is, the specific idea about how a program causes the intended or observed outcomes, should be the central aspect of any realist evaluation or synthesis. The methods used for explicating or building initial rough program theories (IRPTs) in realist research are varied and arguably often underreported. In addition, preexisting psychological and sociological theories, at a higher level of abstraction, could be used to a greater extent to inform their development. This article illustrates a method for building IRPTs for use in realist research evaluation and synthesis. This illustration involves showing how the IRPTs were developed in a realist evaluation concerning sexual health services for young people. In this evaluation, a broad framework of abstract theories was constructed early in the process to support IRPT building and frame more specific program theories as they were developed. These abstract theories were selected to support theorizing at macro-, meso-, and microlevels of social structure. This article discusses the benefits of using this method to build initial theories for particular types of interventions that are large, complex, and messy. It also addresses challenges relating to the selection of suitable theories.Keywords realist, program theory, sexual health, young people, middle-range theory, adolescents, organizational change, conceptual framework What Is Already Known?Methods for developing initial theories in realist research are varied and underreported. Additionally, existing abstract theories are often used to substantiate rather than inform program theory development. What This Paper Adds?This paper provides an account of program theory development in a realist evaluation of positive comprehensive youth sexual health services. It offers a rationale for early development of a framework of abstract theories to improve coherence, quality, and transparency in realist research and a set of criteria for selecting abstract theories.

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Section: Introductionmentioning

confidence: 99%

Building Realist Program Theory for Large Complex and Messy Interventions

Shearn

Allmark

Piercy

et al. 2017

International Journal of Qualitative Methods

118

192

View full text Add to dashboard Cite

show abstract

“…The key theoretical perspective used in this research was cognitive evaluation theory (CET) (Ryan & Deci, 2000). The purposes of this conceptual model were to provide an initial guideline to conduct this research, help the researcher clearly identify the association amongst theoretical perspectives and constructs between the research phenomenon and context, select appropriate research methodology and methods of data collection and analysis, and guide future research in related fields (Imenda, 2014). …”

Section: Platforms In Developing Countriesmentioning

confidence: 99%

“…Chapter 2: Literature Review generally based on related theoretical perspectives and constructs derived from the literature review (Imenda, 2014).…”

Section: Platforms In Developing Countriesmentioning

confidence: 99%

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Yamo¹

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Learner intrinsic motivation is a critical factor that directly influences meaningful engagement, facilitates academic achievement, promotes individual learning experience, and decreases dropout rates in both online learning contexts and in various higher education settings. Intrinsic motivation is a key psychological aspect that individual learners need to have when participating in online learning activities in order to achieve their learning.Most of the research on massive open online courses (MOOCs) has been largely conducted using developed country MOOCs to examine the experiences of MOOC learners including their motivation to register for MOOCs and to participate in learning activities. However, very little empirical research using developing country MOOCs has been conducted to investigate the same phenomenon. Specifically, qualitative case study research examining learner intrinsic motivation during the MOOC learning activity in the developing country context such as Thailand has been urgently needed.This qualitative case study research is aimed at investigating learner intrinsic motivation in a massive open online course (MOOC) within the context of Thailand as a developing country through the eyes of the learners. Semi-structured interviews were used to collect data and a thematic analysis was used to analyse the data. The findings found that there were three factors of social conditions, environment conditions, and cultural conditions that influenced a perception of competence and autonomy. Social conditions include peers, course facilitators, self-motivation, colleagues, and family members. Environmental conditions include accessibility, learning activities and resources, collaboration tools, learning systems, discussion forum, and feedback. Cultural conditions include Thai learners' traits and seniority.The empirical findings of this research would be of potential contributions to theory and practice by informing MOOC stakeholders in the planning, developing and delivering of high quality of MOOC courses.Cognitive evaluation theory as a sub-theory of self-determination theory was used to examine the social, environmental and cultural conditions. These conditions played a significant role in facilitating or diminishing learner intrinsic motivation in this qualitative case study research.

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“…A conceptual framework is used to better understand and synthesize variables and concepts being researched (Imenda, 2014). PLCs and WTs perceptions among teachers and administrators were the primary focus of this study.…”

Section: Conceptual Framework and Limitationsmentioning

confidence: 99%

“…The conceptual framework of this study represents a relationship between CCSS, administration, teachers, and the supports offered (i.e., PLCs and WTs). A conceptual framework is used to assist the research with a general approach and synthesize the variables and concepts (Imenda, 2014 to all practitioners who have adopted the CCSS. The RTTT education policy will be informed by this study and the supports needed for teachers to be successful in teaching CCSS and increasing student achievement.…”

Section: Background Of Studymentioning

confidence: 99%

Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.

Ammerman

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Is There a Conceptual Difference between Theoretical and Conceptual Frameworks?

Cited by 210 publications

References 4 publications

Building Realist Program Theory for Large Complex and Messy Interventions

Building Realist Program Theory for Large Complex and Messy Interventions

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.

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