AW 8113 Week 11 Assignment

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Further refine your paper to include a sample theoretical or conceptual framework and a sample research question. Include the following:

· Identify one theorist and theory.

· Explain the primary postulates of the theory and how they relate to your problem and purpose.

· Review two to three major research studies related to the framework and your study.

· Clearly explain how the theory or conceptual framework aligns with your problem, purpose, and research questions. What ties them together?

· Provide a research question.

By Day 7

To complete:

· Make revisions to your capstone  paper based on feedback.

· Include the sample framework and research question.

· Complete and submit this Assignment in complete APA style, following the “APA Course Paper Template With Advice (7th ed.)” document found in the Learning Resources.

Use the template provided in the announcements, discussion board, and Doc Sharing!

Note that I often highlight the most important revisions needed in blue.

	Novice	Emerging	Proficient	Advanced	Points
	1 (10%) Fulfills minimal expectations of the assignment. Key components are not included.	1.6 (16%) Most parts of assignment are completed. Topics are not fully developed.	1.8 (18%) All parts of the assignment are completed, with fully developed topics.	2 (20%) Assignment exceeds expectations, integrating additional material, information, or both.	1.7
Adherence to Assignment Expectations	1 (10%) Assignment demonstrates minimal understanding of the course or module’s criteria.	1.6 (16%) Assignment demonstrates some understanding of the course or module’s criteria.	1.8 (18%) Assignment demonstrates a clear understanding of the course or module’s criteria.	2 (20%) Assignment demonstrates an exceptional understanding of the course or module’s criteria.	1.7
Assimilation and Synthesis of Ideas	1 (10%) Shows a minimal understanding of the assignment’s purpose.	1.6 (16%) Shows some degree of understanding of the assignment’s purpose.	1.8 (18%) Demonstrates a clear understanding of the assignment’s purpose.	2 (20%) Demonstrates a clear understanding of the assignment’s purpose as well as the intellectual ability to explore and implement key instructional concepts.	1.7
Assimilation and Synthesis of Ideas	1 (10%) Does not include specific information from course videos or required readings.	1.6 (16%) Minimally includes specific information from course videos or required readings.	1.8 (18%) Includes specific information from course videos or required readings to support major points.	2 (20%) Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings.	1.7
Written Expression and Formatting	1 (10%) The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate level work. The writing has many grammatical or mechanical errors. (1 point) The writing includes some attempt to convey ideas, but they need to be expressed more clearly and concisely.	1.6 (16%) Somewhat represents scholarly, advanced graduate-level writing. The writing shows more than a few grammatical or mechanical errors. Generally, follows APA style, but the elements of effective communication, such as an introduction and conclusion, are not included.	1.8 (18%) Work is well organized and uses mostly correct APA formatting throughout with few, if any, grammatical or mechanical errors. The elements of effective communication, such as an introduction and conclusion, are included.	2 (20%) Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion.	1.7
Total Points: 10	8.5

 

Week 8 Assignment: Research Problem Development

Angel Winslow

EDD: Early Childhood Education, Walden University

EDDD 8113- Tools for Doctoral Research

Instructor: Steven Wells

October 25, 2021

 

Working Title

The Impact of Virtual Learning on Academic Success in Early Childhood Education 

Background 

The outbreak of the COVID 19 pandemic has brought major changes in the ways in which students acquire knowledge in early childhood educational settings. During the 2020-2021 school year when the pandemic forced schools to pivot to a virtual environment, school readiness goals were not met, and children’s scores decreased by 25%. Virtual learning is increasingly being promoted by educational policymakers to replace face-to-face models during the COVID-19 pandemic (Dhawan, 2020). This decision is informed by the desire to maintain young children’s learning while preventing the spread of the disease among the children population (Kaden, 2020). However, parents, teachers, and learners’ beliefs and attitudes towards its efficacy in accomplishing the desired academic outcomes remain largely unexplored by past and contemporary scholars (Avgerinou & Moros, 2020). This phenomenon is widely attributed to the newness of the technology among early learners. Many schools in North America closed in-person learning following the outbreak of the pandemic. Therefore, there is a need to conduct research that directly responds to this concern by assessing the distinct challenges associated with remote teaching and learning and its impact on academic success in early childhood education contexts.

Problem Statement

The problem is little is understood about the perceived influence of virtual learning technologies on learning outcomes of early childhood students. This is evidenced by (Adedoyin and& Soykan, (2020) who inferred that additional research into worthwhile modes of virtual learning is needed in view of health crises past and present. Similarly, Timmons et al. (2021) observed that the paucity of studies examining the impacts of distance education in early childhood learning settings is that its use became pronounced only after the CODID 19 outbreak. Furthermore, Kim (2020) stateds that virtual learning became ubiquitous as a result ofbecause of the pandemic during 2020. Comment by Steve Wells: Review lit in past tense. Comment by Steve Wells: Better. Remember to use the citations to support the precise problem statement.

Evidence from the Local Setting 

This problem also exists in an urban Head Start Center in a Southern State. This is evidenced by the director of the Head Start center who stated that little is understood about the way virtual instruction has affected learning outcomes (personal communication, Oct. 21, 2021). Also, the data from school readiness goals (personal communication, Oct. 21, 2021) supports the existence of this problem in the following ways. In this respect, the agency reports that existing studies only focus on its efficacy in higher learning institutions. However, such contexts, the technologies, improve learning experience and increase student-teacher interactions. Comment by Steve Wells: Better

The Gap in Practice

This problem in the existing gaps in studies examining the effects of virtual learning technologies on educational success in early childhood educational settings is largely attributed to its newness in such contexts (Gillett-Swan, 2017). Researchers have found a strong positive correlation between their use in higher learning and educational success. Educators have attempted to use the technology to improve learning outcomes among children aged between 4 and 5 years. For instance, Turnbull (2019) suggests that one of the best practices in utilizing such technologies is to familiarize teachers and students with how they operate. Additionally, collaborating with parents can encourage students to adopt the technology to generate positive learning outcomes (Dong et al., 2020).

Purpose Statement 

The purpose of this quantitative study is to determine the relationship between adoption of virtual learning technologies in early childhood education settings and students’ academic performance?

explore early childhood teachers’ perceptions of the influence of virtual learning technologies on learning outcomes of their early childhood students. This will include determining whether the implementation of distance education tools improves students’ academic outcomes. As part of the research process, the study will investigate if it reduces or improves students’’ academic performance.

 Theoretical or Conceptual Framework 

What is the theory or conceptual framework?

The connectivism theory holds that the learning experiences and processes as they exist in the real-world are not wholly represented. According to the model, a complete educational system incorporates an element of community and global connectivity. Thus, it recommends the adoption of technologies that enhance integrated and coordinated learning processes, such as electronic devices, videoconferencing, and social media tools. More importantly, the theory suggests that such technologies optimize student engagement and experience, translating in improved academic performance. Comment by Steve Wells: Who wrote this theory? Who is the theorist?

Why it is Appropriate for the Study?

The theory is important in understanding the incorporation of virtual learning technologies in early childhood education settings. More specifically, it places emphasis on the importance of sharing of information thoughts, and values to improve academic outcomes. To this end, the framework acknowledges that technology is a critical component of the learning process as it improves the process of coordination, connection, and sharing of knowledge across different learning groups.

Guiding the Purpose, Data Collection, and Analysis

The key tenets of the theory guide the process of gathering, and analyzing data in varying ways. For instance, it provides insights into the questions that should be asked during interactions with participants. Additionally, it directs the analysis process by using it principles, such as knowledge sharing to guide the types of data that should be gathered. For instance, the theory is largely linked to the correlational analysis, which will form the basis of this study.

Two Recent Educational Studies that have used the Theory

Numerous researchers have employed the connectivism theory to explore the effects of technology on learning. Azlain (2019), for instance, investigate the role of social networking sites such as Google Plus and Edmondo, in promoting collaborative e-learning based on connectivity. His results suggest that such technologies optimize collaborative and supportive learning processes. Similarly, Mattar (2018) examine how connectivsim-related learning can be utilized in the fields of educational technology. The findings suggest that web 2 technologies enhance student learning experience and overall performance. Comment by Steve Wells: Keep working. I like the way you structured this.

Research Question(s)

QN Relationship (Correlation) Boilerplate

 RQ1: What is the relationship between adoption of virtual learning technologies in early childhood education settings and students’ academic performance?

H0: There is no statistically significant difference relationship between adoption of virtual learning technologies and academic performance among early childhood learners in the United States.

Ha: There is statistically significant difference relationship between adoption of virtual learning technologies and academic performance among early childhood learners in the United States. Comment by Steve Wells: ?

Boilerplate for QL research question

RQ 1: How do early childhood education learners perceive the adoption of virtual learning technologies with respect to their academic performance?

 

References

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges

and opportunities. Interactive Learning Environments, 1-13.

Alves, P., Miranda, L., & Morais, C. (2017). The influence of virtual learning environments in

students’ performance. Universal Journal of Educational Research, 5(3), 517-527.

Alzain, H. A. (2019). The role of social networks in supporting collaborative e-learning based on

connectivism theory among students of PNU. Turkish online journal of distance education, 20(2), 46-63.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of

Educational Technology Systems, 49(1), 5-22.

Donohue, C., Johnson, A., Lucas, P., Lynd, C., Mukerjee, J., & Thouvenelle, S. (2020). Distance

.learning and early childhood education.

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching:

Opportunities and challenges in emergency situations. Societies, 10(4), 86.

García, E., & Weiss, E. (2020). COVID-19 and Student Performance, Equity, and US Education

Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Rebuilding. Economic Policy Institute.

Gayatri, M. (2020). The Implementation of Early Childhood Education in the Time of Covid-19

Pandemic: A Systematic Review. Humanities & Social Sciences Reviews, 8(6), 46-54.

Giffin, J. (2020). Teacher Observation, Feedback, and Support in the Time of COVID-19:

Guidance for Virtual Learning. Center on Great Teachers and Leaders.

Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated

learner. Journal of Learning Design, 10(1), 20-30.

Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12

teacher. Education Sciences, 10(6), 165.

Keller, S. (2020, November 4). What effects are we seeing virtual learning has on kids, teachers,

and parents. Applied Imaging. https://www.appliedimaging.com/blog-it-services/virtual-

learning-what-teachers-and-parents-are-saying-about-the-impact-on-students/

Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers

in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158.

Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated,

authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2).

Schachter, H. L. (2017). Organization development and management history: a tale of changing

seasons. Public Administration Quarterly, 233-253.

Seesaw. (2014). Seesaw. Seesaw. https://web.seesaw.me/

Shafiei Sarvestani, M., Mohammadi, M., Afshin, J., & Raeisy, L. (2019). Students’ experiences

of e-Learning challenges; a phenomenological study. Interdisciplinary Journal of Virtual

Learning in Medical Sciences, 10(3), 1-10.

Timmons, K., Cooper, A., Bozek, E., & Braund, H. (2021). The Impacts of COVID-19 on Early

Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2. Early Childhood Education Journal, 1-15.

Toto, G. A. (2021, January). Perceptions and effects of distance learning detected during an

online course on ICT for aspiring nursery and primary school support teachers. In TeleXbe.

Virtual learning for early childhood students. (n.d.). Www.uft.org. Retrieved August 11, 2021,

from https://www.uft.org/news/teaching/teacher-teacher/virtual-learning-early-childhood-

students.