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OJC Project: Three Phases

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Phase 1: Literature Review and Interviews

The purpose of the first phase of activities is to understand experienced researchers’ literature reading strategies and develop the educational research literacy model. Two major research activities include critical literature review and individual interviews with education researchers. A thorough literature review using the methodology of Lin et al. [31] will analyze evaluation studies of research literacy and its synonyms in order to establish a theoretical framework for assessing research literacy as a competency. Interviews conducted online with experienced researchers in the field of education science will elucidate the literature reading techniques of experienced researchers, and their research literacy training experiences as both learners and instructors. The interview data will be analyzed using the comparative content analysis method proposed by Glaser and Strauss [32] as part of the grounded theory practice. This phase will produce a scale that may be used as a direct reference when creating or evaluating an educational program that attempts to promote or increase research literacy. The data will be examined, and the outcomes will inform the project’s subsequent phase.

Phase 2: Survey Study

The second part of the project will create and evaluate a survey scale based on the scale from Phase 1. Researchers and students enrolled in education science programs throughout the world will be invited to participate in the online survey. Previous studies suggested that a sample size of 50 is very poor, 100 is poor, 200 is fair, 300 is good, 500 or more is excellent, regardless of the number of questions in the questionnaire. Although there are no fixed rules for use of sample size for validating a questionnaire, it is recommended to use sample size as large as possible to have a higher respondent-to-question ratio [33]. The methodological technique for validating the survey instrument will be guided by Boparai, Singh, and Kathuria’s [34] research.

Phase 3: Intervention and Experiment

Informed by the results of earlier phases, the third phase will conduct a series of OJC events with global educational academics as hosts and worldwide higher degree research students from programs connected to education sciences as participants. The events will be conceived and developed as an online educational intervention to enhance the research literacy of postgraduate students in the field of education science. At least two host researchers will be present in each event to analyze and present a high-quality, well-recognized scholarly article within the field. The OJC events will be held online using a Moodle-based learning management system and its integrated videoconferencing application BigBlueButton. The usage of online communication platforms like Twitter and LinkedIn will boost community participation and event promotion. Information and participation techniques are updated at: https://researchic.com.

The CLEAR model and OJC events

The CLEAR instructional design approach [35] will guide the development of OJC events. Since its conception and introduction, the model has been revised to become an abbreviation for Create, Locate, Enhance, Apply, and Reflect (Fig. 1).

The updated CLEAR instructional design model

The OJC events are slated to begin between October 2023 and January 2025 for a duration of one year. In addition to these occurrences, the author will undertake a pre- and post-test control group experiment. The objective is to assess the intervention’s effectiveness in enhancing the research literacy of participants. The paired samples t test will be used to analyze the data. It was proposed that a sample size of 34 students per group (experiment and control) would be adequate for detecting differences of medium effect size (d = 0.50); whereas, for small effect sizes (d = 0.20), 199 participants would be required [8].

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