Discussion Question
Please provide at least 150-word response to each student response below. Be sure to research/cite/reference sources in each discussion.
1st Post: When writing a dissertation, the student chooses a research method selection from three categories. The method selection includes quantitative, qualitative, or mixed. In reviewing Luscinski, 2017dissertation, the research method should match the question of the study, the purpose, and origin of idea/theory. Luscinski, 2017 dissertation reveals statistically the challenges involved in earning a post-secondary degree in the introduction. The challenges include cost, demographic challenges, and unemployment after obtaining a degree. The introduction addresses the advantages of earning a college degree. When compared, the advantages outweigh the challenges. When post-secondary institutions offer education options, the different delivery methods provide opportunities for students with adversities (Luscinski, 2017).
Luscinski, 2017 study aims to answer why education trends impact various delivery modes of learning/training/instruction. The variables associated with the study consist of factors that make online learning effective, faculty experience, and the impact on higher educational institutions. The literature review revealing previous and current studies/information concerning modalities of educating in post-secondary institutions to support rationale for the research and previous methods. The research method utilized in Luscinski, 2017 dissertation involved a qualitative design with a phenomenological approach. The use of the qualitative research design involves interpretation, the production of knowledge concerning behavior, the shared beliefs of people in a group setting.
The research studies people being taught at the collegiate level. The data collection involves surveying/questionnaires. To obtain the data, the faculty samples answered the questionnaires. The research design met ethical consideration met by following the universities and federal guidelines concerning research in human subjects. The university IRB approved the study.
Hyatt, L. & Roberts, C. (2019). THE DISSERTATION JOURNEY: A Practical and Comprehensive Guide to Planning, Writing, and Defending Your Dissertation [eBook, 3rd edition]. Corwin. https://read.amazon.com/?asin=B07H4sV5J6&ref_=kwl_kr_ivrec_1
2nd Post: The textbook points out key elements of chapter three, research design. It also goes over common errors, using a theoretical or conceptual framework and the importance of the problem statement. Special emphasis is placed on the opening sentences of the dissertation and the need for a convincing narrative hook. Method types and research questions or hypotheses need to be clearly defined and how the measurements are done (Roberts & Hyatt, 2018).
The recommended resource by McCombes & George (2023) provides a clear list of elements that should be included in the research methodology. The dissertation by Warner (2019), chapter three will be analyzed using this checklist (McCombes & George, 2023).
The Warner (2019) dissertation was guided by the key research question examining how corporate adult learners perceive the value of using asynchronous learning courses to acquire and maintain new skills. The qualitative study utilized interpretative phenomenological analysis (IPA) methodology. The study provides a good background and critique of IPA methodology. Data collection was through interviews with the participants utilizing open-ended questions, which were all recorded and transcribed. Themes were identified and researched. In keeping with the limitations of the IPA methodology, the number of participants was kept between 6 and 15 – with 8 completing the study (Warner, 2019).
Recruitment bias was eliminated by using the IPA framework. Researcher bias was addressed by using face-to-face and Skype interviews to capture both verbal and non-verbal communication. Explicit data collection was conducted by using a checklist to maintain data collection best practices and ethical rigor. With the primary research question being focused on adult learner perceptions, IPA methodology is warranted (Warner, 2019).
3rd Post: Luscinski, 2017 research using the qualitative design assessed a sample size of faculty. The sample size expectation in qualitative research consists of a smaller number of participants. The use of phenomenology method to study faculty views of shared experiences. The studied faculty members selection was based on the shared common characteristic of online instructor at higher education learning institution. The emphasis on the study concerns that of a specified group and setting that is general in nature. The size allows the researcher to express the richness of the study participants experience. In the study design, the instrument collecting data requires description in detail. The sample size was solicited purposefully using a database to access participants fitting specific criteria with inclusion/exclusion criteria. The instrument was created by Luscinski, 2017. To validate the tool, the investigator presented the tool to the dissertation committee and preliminary review panel for feedback.
In Luscinski, 2017 qualitative study, the instrument aligns with the study subjects, the setting through interviews, documents, and observation. The appropriate questions allow for indepthness. The faculty study subjects are assessed with interviews. When assessing for credibility and dependability, the instrument truly measures what it is intended to measure. The use of an expert panel involved in review and comment of interview questions, conducting pilot study. The use of second interviewer using the reviews the responses for consistency using the same coding to increase dependability. Based on how dependable to study instrument reveals, the conclusion reliable. The reader needs to trust the data analyzed.
Luscinski, 2017 recorded the interviews. With use of peer reviewers and prima facie validity, Luscinski addressed validity of the instrument. Prima facie allowed for comparison of questions and answers form the interview. Peer reviewers are not involved with the research but has knowledge of the field and type of method to collect data. The tool is adjusted during the proposal stage after peer reviewers provide recommendations. Research bias risks are associated with qualitative designs based on human behavior and interactions. For example, the researcher observer subjects study to bias, perceived thought by researcher concerned with desired outcomes of the social study, and self-selection bias. Luscinski, 2017 explained personal biased exist in the study based on being an adult learner and worked at a higher education learning institution.
4th Post: How the methodology selection affects the validity, reliability, conclusions, and generalizability of the study’s findings are explored. There are four primary considerations when evaluating which methodology should be used. The first is the problem and research questions that will be investigated. The second is the purpose of the study. The third is the theory base which includes prior research. The final is the nature of the data to be collected. The text stresses that the study should not be forced into a favorite methodology (Roberts & Hyatt, 2018).
In qualitative ethnography, the data is focused on behaviors, social structures, or shared beliefs for the specific group of participants. This methodology is more interpretive and can be less controlled. The IPA methodology works best with 6-15 participants, making it much harder to generalize or replicate (McCombes & George, 2023).
Quantitative research is much easier to validate and generalize. Most of the data collected is numerical. Since the conditions are more readily controlled it is also easier to replicate in other studies (Sacred Heart University, 2023). For instance, in a study conducted last year for corporate marketers, we did a comparison test of two training methodologies to measure the improvement of competency in utilizing marketing metrics. Standard marketing training has been based on large PowerPoint decks presented in a lecture style webinar. Since the webinar did not include any formative or summative evaluations, we had to build them and have the participants complete them separately. We built a branching eLearning course and from pretest to post-test there was a 84% improvement in understanding and competency in using the metrics. The webinar showed only minimal improvement due to cognitive overload. This study is easily generalizable and replicable.