Theories Of Inquiry: Original 10 Strategic Points Revision

Original 10 Strategic Points Revision


In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher’s personal passion, future career purpose, and degree area. Previously, you drafted the ten strategic points for a potential dissertation research study based on an identified gap in the literature. In this assignment, you will practice the doctoral dispositions of valuing, accepting, and integrating feedback and reflecting on those inputs as you revise your draft of the ten strategic points created in the preceding assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Important note: Successful completion of this assignment does not      indicate that this topic and the related 10 Strategic Points have been      approved for use as your dissertation research study topic.
  • Locate the draft of the 10      Strategic Points that you created in the preceding assignment and the      feedback from your instructor and use them to complete this assignment.
  • This assignment uses a rubric.      Please review the rubric prior to beginning the assignment to become familiar      with the expectations for successful completion.
  • Doctoral learners are required      to use APA style for their writing assignments. The APA Style Guide is      located in the Student Success Center.
  • You are required to submit this      assignment to Turnitin. Refer to the directions in the Student Success      Center.


Reflect on the feedback provided by your instructor on the draft of the 10 Strategic Points that you previously completed. Integrate that feedback as well as your own new ideas into a revised draft the 10 Strategic Points for the potential dissertation research study.

The Feedback are attached


1. 10 Strategic Points

Familiarize yourself with this document found in the DC Network under the Research/Dissertation tab. You will be completing this document as you progress in the dissertation process. This document will be expanded to become your dissertation.

1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline

Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.

2. Pursuing Excellence in Qualitative Inquiry

Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002

3. Qualitative Inquiry in the History of Psychology

Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007

4. The Promises of Qualitative Inquiry

Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597










10 Strategic Points Quantitative Study Extraction #1

James A. Dada

Grand Canyon University

RES-825 Theories of Inquiry

August 16, 2017










Epistemology & Knowledge Justification


Article Citation Charles, E. P. (2013). Psychology: The empirical study of epistemology and phenomenology. Review of General Psychology, 17(2), 140-144 Comment by Dr. Julie Nelson: Casteel, B. A. (2016). Relationships between learners’ personality traits and transactional distance within e-learning environments. (Order No. 10159244). Available from Dissertation & Theses @ Grand Canyon University. (1824698662). Retrieved from
Point Description Location (Page #)
Broad Topic Area The relationship between FFM personality traits, transactional distance and predictive of transactional distance in e-learning environment. Using a quantitative correlational study. Comment by Dr. Julie Nelson: The relationship between Five- Factor Model personality traits and transactional distance in an asynchronous video e-learning environment 140
Lit Review  The author analyzes previous empirical studies on both personality traits, transactional distance and predictive of transactional distance. This is helpful especially when coming up with research questions and delimit the research scope. Comment by Dr. Julie Nelson: Include Casteel’s themes here with citations, ok? 140
Problem Statement  The author was aware of the limited understanding the impact of personality traits, transactional distance and predictive of transactional distance. This helps in narrowing down on the research scope to address the problem statement. Comment by Dr. Julie Nelson: It was not known if and to what degree personality traits correlate with a learner’s perceived transactional distance within an asynchronous video-based e-learning environment Comment by Dr. Julie Nelson: This must be phrased exactly as stated in the GCU template: 141
Research Questions  The author used the Research questions to show the relationships between the variables under study; personality traits, transactional distance and predictive of transactional distance in e-learning environment. Comment by Dr. Julie Nelson: List his exact 2 RQs here. Is there a significant correlation between Five-Factor Model personality traits and transactional distance within the asynchronous video-based e-learning environment? Which personality traits predict transactional distance as explored with regression analysis within the asynchronous video-based e-learning environment? 143
Sample  The study research used a sample of 98 online participants. Comment by Dr. Julie Nelson: Good Convenience sampling (125) of individuals 18-years of age or older, involved in a relationship in the greater Phoenix area (124). 142
Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)  The author showed the linkage between learning and how to obtain knowledge using the three-theoretical framework on e-learning; personality traits, transactional distance and predictive of transactional distance in learning. The qualitative designed used in the research is the Grounded theory which enables the author to theorize interactions in the variables based on the research participants’ opinions and views (Clegg, 2013). Comment by Dr. Julie Nelson: List the variables he measured here but include citations. V1: FFM personality traits (Openness, Conscientiousness, Extroversion, Agreeableness, Neuroticism) as measured by the Big Five Inventory V2: Transactional distance as measured by the Structured Component Evaluation Tool 142
Methodology & Design  The research used qualitative method approach alongside inductive analysis. This approach is participant friendly thus yields much in terms of research expectations. Comment by Dr. Julie Nelson: Quantitative methodology with a correlational design 143
Purpose Statement The purpose statement delimits the specific area of the research and incorporates the rationale for the study. Comment by Dr. Julie Nelson: Again, this follows the GCU template for specific wording for the Purpose Statement which is nearly identical to the Problem Statement. All variables are identified. The purpose of this quantitative correlational study is to examine the relationship between FFM personality traits and perceived transactional distance for learners in an asynchronous video-based e-learning environment.” 143
Data Collection Approach  The research uses mainly questionnaires. This was helpful in capturing data from the online participants. Comment by Dr. Julie Nelson: Outline exactly how he gathered data. Dr. Casteel had participants view the online learning environment and complete 2 questionnaires (and a demographic sheet). Questionnaires, with citations, should be identified here as well as a description of when they completed them. 142
Data Analysis Approach  The author uses analytic programs such as Regression analysis to analyze the data. Comment by Dr. Julie Nelson: Comparison between SCET and TD (135). Analysis began with data validation (137). SPSS provided descriptive statistics for demographics and variables (137). Pearson correlation analysis was used for the first research question (138) while the second research question utilized regression analysis (139). Other comparisons beyond the research questions were addressed using other means, such as ANOVA (138). 144







The research was set to examine the relationship that was present between personality traits and the results of the learner beside his or her behavior in a particular learning setting. The problem included the various variables in the research like the learning outcomes, behavior, the transaction distance, and interactions. The problem shade light on the basics of the studies in the context of the purpose of the study and thus the research questions were more detailed in the presenting of the problem. The variables that were under study included personal traits and transactional distance. That is the variables were used to determine the strength of the relationship between the personal traits of one in the premise of transactional distance under a video –based e learning setting. The variables were used in the formation of the hypothesis. That is, was there any effect on personal characteristics or behavior as a result of transactional distance? The variables are a key component of the quantitative research due to the reason that they are used in the formulation of the hypothesis statements and the research questions. The hypothesis problems in return form the basis of the purpose of the research. That is at the end of the research one can determine if there was a relationship between the two variables and come up with conclusions. The nature of the variables dictate is data collection methods for instance in our case, there will be a need for questionnaires and interviews due to the nature of the variables. Lastly, the variables are imperative in the addressing the problem through the aid of the hypothesis statements that address the problem. Comment by Dr. Julie Nelson: Good. I also like you to include the results and an interpretation of the results in light of past and present research. 😉 That is the best part.








Charles, E. P. (2013). Psychology: The empirical study of epistemology and phenomenology

Clegg, J. W. (2013). The fragmented object: Building disciplinary coherence through a contextual unit of analysis. Review of General Psychology, 17(2), 151-155. doi:10.1037/a0032926

Murphy, P. K., Alexander, P. A., & Muis, K. R. (2012). Knowledge and knowing: The journey from philosophy and psychology to human learning. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, J. Sweller, . . . J. Sweller (Ed) (Eds.), (pp. 189-226). Washington, DC, US: American Psychological Association. doi:10.1037/13273-008

Vandenberg, B. R. (2010). Evidence, ontology, and psychological science: The lesson of hypnosis. Journal of Theoretical and Philosophical Psychology, 30(1), 51-65. doi:10.1037/a0016665

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