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create_a_second_mini_proposal.docx1
DavisP-Edu7005-8
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DavisP-Edu7005-8
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET
Student: Patrick Davis
THIS FORM MUST BE COMPLETELY FILLED IN
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DavisP-EDU7005-8 |
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EDU7005-8 |
Anne Monroe, PhD |
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Create Proposal 2 |
Week 3 |
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Faculty Use Only
Patrick
Your narrative was organized well and you addressed the needed content for this week’s assignment. The main challenge that remains is clarity in your problem statement and ensuring your design matches this. You appear to want to ‘prove’ true something you hope to be true – which really is not the point of research. I left several comments in the margins for your review, and let me know if you have questions on the feedback. Your grade is based on the NCU rubric as follows: Completes all required parts of the assignment, demonstrates some understanding of readings, uses mostly clear and effective expression appropriate to scholarly writing, and has few errors in grammar, mechanics, and APA formatting.
8.75/10
Anne
Investigate the experiences (attitudes) of high school students towards online learning environment and online academic credit recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
by
PATRICK DAVIS
Prescott Valley, Arizona
JULY 206
When compared to traditional brick and mortar instruction and tutoring, the online academic programs are most effective, and they are working beyond then the just instructional technology. Well qualified tutors, perfect synchronization with modern technology, research based online environment, one to one and real time tutoring and there are several other attributes which make the online learning environment superior over the traditional environment. Online Credit Recovery Programs is an amazing and most effective attribute of online learning environment that provide the chance to the students who lost their courses to recover them. However, there are few schools ho are offering the credit recovery program courses and most of them are night schools or adult schools (Cole, Shelley, & Swartz, 2014). Comment by Anne Monroe: According to? Comment by Anne Monroe: grammar
In middle and high school, students who fail classes are often sent to adult school, night school, repeat the course or take online classes to recapture lost credits. The school district has hired an accredited online academic credit recovery service for schools to utilize and assign failed students to take. Many students are familiar with the online environment for academic and entertainment yet lack the self-discipline to commit time, experience and concentration to stay on track and complete their courses on time. In hence, assessment of student experiences about online education and attitude towards online learning environment are become the most concerning question to investigate (Dziuban et al., 2015). The objective of current paper is to address and access this question in light of both primary (ethnography, autoethnography) and secondary research (literature). Comment by Anne Monroe: ? what is the definition of this? Comment by Anne Monroe: Just a moment ago you noted that very few schools offer online credit recovery, this statement seems to be contradictory. Comment by Anne Monroe: Word choice.
Objectives of Study:
The primary objective of this study is to investigate the experiences (attitudes) of high school students towards online learning environment and online academic credit recovery services in light of both primary and secondary research. It has been found that students having negative perception about online learning environment and online academic credit recovery service may distract their concentration on their education and it may affect their academic achievements negatively. The secondary objective of study is to validate the assumption through providing the evidence from students of high school system. Comment by Anne Monroe: These are not one in the same – so choose one. Comment by Anne Monroe: Who found this? Cite the source. Comment by Anne Monroe: Not a purpose of qualitative research – you aren’t trying to prove something that you think is true.
Problem Statement:
“To assess the attitude of high school students towards online learning environment when they are transferred from high school to adult school system for online academic credit recovery services.” Comment by Anne Monroe: Your problem statement is more than a sentence – and this reads more like a purpose statement.
Research Questions:
· What are the students’ attitudes towards online learning environment and online academic credit recovery service?
· What have been the experiences of surrounding schools after using of online academic credit recovery services in their schools? Comment by Anne Monroe: Be more specific – what are surrounding schools? Where are they?
Significance of Study:
In last decade, the e-learning has become popular source of learning and can reasonably assert its rapid expansion across the U.S. and abroad, as compared to traditional campus based education system. The recent researches depict that number of students enrolled in one program are at high rate of 32% from previous years. It means that 57000 extra students are enrolled for year 2014 in various programs of e-learning as compared to previous year (Cole, et al., 2014). With the increasing ratio of students in e-learning, the satisfaction of students and attitude of students towards e-learning and online academic credit recovery service have become two biggest question to investigate. E-learning has introduced as an alternative to traditional campus based classes and it is compulsory that system should be much strong that it can satisfy all the students involved in e-learning. This study is important as it is going to investigate the mentioned burning questions of today regarding the e-learning.
LITERATURE REVIEW
E-Learning & Online Academic Credit Recovery Service:
With the changing scenario and introduction of instructional technology, online tutoring and online learning have become the emerging paradigm of distance education in 21st century. Instructional technology has become an important source of learning in modern educational system and k-12 environments. Online education is representing a major shift of people from traditional campus based education system towards e-learning. Minimum time constraints, the research based study and direct interlink between student and teacher are major factors which differentiated the e-learning from traditional campus based education. Modern technologies are dissolving the traditional classrooms boundaries and shifting them on internet.
Time-based blended learning model (Anders, N., et al., 2011) has encountered the traditional semester structure problems like length of semester and moderates the expectations and satisfaction level of student. This model has decreased the dependency of students over the traditional education al system and makes them free to choose a different course on the base of their won will (Hollis & Was, 2016). The current research studies has shown that today students prefer an active, stress free and time saving education system as compared to a passive, time consuming and length academic periods. E-learning is right according to the demand of students and that’s why, the enrollment of students in e-learning is more than traditional campus based educational system and it is growing rapidly.
In e-learning, an emerging concept is online academic credit recovery services which give a chance to students to retrieve their failed course within the limited period of time without costing them their time. Such courses are mostly conducted in night schools and adult schools system. The students studying in high schools are also given the opportunity to recover their failed course through joining these adult schools (Dziuban, et al., 2015). However, the impact of new and senior and learning environment may distract the students from their path. The experience of students involved in e-learning, their satisfaction level and attitude towards online academic credit recovery services have become some interesting questions to investigate. The literature regarding these questions demonstrates that students have both negative and positive perceptions about e-learning and online academic credit recovery services regarding their personality traits and experiences (Cole, et al., 2014).
E-Learning and Student Satisfaction:
The design of an e-learning course is really important to enhance the student satisfaction level and academic performance as well. Building the sense of e-learning community in students is very important to understand them the dynamics of e-learning and its impact on student performance. In distance education, the interaction between the instructor, student and technological tools is important to enhance the satisfaction level. Regarding the learner-instructor interaction and learner-technology interaction, learner-content interaction is one of the important determinants to measure the satisfaction level of student (Dziuban, et al., 2015).
Along with the institutional factors, technology being used by the institute and student personality traits, the student satisfaction is an important factor which can influence the performance of student as well as e-learning.
The online learning model and online blended model developed by the researcher claim the student satisfaction as an important factor to measure the student attitude towards online learning. With the growing number of e-learning students, the student satisfaction has become an important factor to investigate. Currently, the interaction between web based environment, student, instructor, course contents and student perception is very important to study to assess the satisfaction level of student (Cole, et al., 2014). Apart from this, social, cognitive and teaching presences are some primary factors drawn by researcher regarding the student satisfaction and e-learning mechanism. There is a relationship between mind wandering, working capacity and interest of student in contents of online course that may play their role in satisfaction of student. If we speak in a psychological perspective, then it has been said that there are six psychological features which impact the student satisfaction level regarding the e-learning. These six factors are: voluntary choice of student, mutual agreement, and incompleteness of courses in limited period of time, loss of contract between employee and employer, presence of unsuccessful contracts, planning to manage these contracts (Prior, Mazanov, Meacheam, Heaslip, & Hanson, 2016). These six factors are very broad in explanation and they can be claimed as psychological dimensions of satisfaction relationship between student and e-learning.
Student Attitude towards E-Learning:
The studies regarding the student satisfaction from e-learning claimed that the attitude of student towards the e-learning is completely based on their satisfaction level. A student with dissatisfaction perceives the e-learning negatively and off course, he/she demonstrates the negative behavior towards e-learning. The students who are failed to adjust themselves according to the e-learning environment also depict the negative attitude towards the e-learning. Academic interaction and social interaction are two important components to e-learning. The concept of self-efficacy and general efficacy describes the autonomy power and self-confidence of students (Prior, et al., 2016).
From previous research studies, it has been depicted that face to face learning environment gives the self-efficacy to students and let them to become confident and making their decision by themselves. In hence, the role of self-efficacy in e-learning environment is very small and it may cause the negative attitude of students towards e-learning. Apart from this, the less understanding of technological tools, the less interaction between teacher and student and minimum social interaction could be some factors which may influence the attitude of students towards e-learning (Chappell, Arnold, Nunnery, & Grant, 2015).
METHODOLOGY
Mix-Method Study:
The mix-methods approach has been used to conduct the current study. The qualitative approach has been used to measure the performance of students in relation with e-learning while qualitative approach has been used to know about the attitude and satisfaction level of students in relation with e-learning. Comment by Anne Monroe: Comment by Anne Monroe: With comment 11 – which approach is qualitative?
Participants:
The participants of current study are students from two high schools which are shifted from high school to an adult school for online credit recovery of their courses. The sample size contains 114 students who are appearing for online credit recovery course. There are total 28 sessions of credit recovery course and each contain 30 minutes. The current e-learning environment is totally new for the students and there are no chances of biasness.
Data Collection and Data Analysis:
Data has been collected both from secondary and primary resources. Primarily, data has been collected from directly the participants and asking about their experience, feelings and perception and satisfaction level in relation with e-learning. Coding was made and themes were developed to do an analysis of student satisfaction level and to know their attitude towards e-learning. on the other hand, the secondary data was collected from student’s progress report and his/her grading sheet obtained from school officer. Descriptive statistical tools were used for further data analysis and to check the reliability and validity of data. Comment by Anne Monroe:
DISCUSSION AND CONCLUSION
The findings of current study suggest that Well-designed-and-implemented synchronous online learning environment has positive relationship with student’s satisfaction level and attitude towards e-learning. In light of previous research, experiences of other school and primary findings of current study, it has been found that course content, learner-instructor interaction, learner-technological interaction and duration of online are four important factors which influence the satisfaction level of student and shape its behavior towards online academic environment. Very similarly, a deep relationship has been found between student satisfaction level, learning style of student and personality traits. The contribution of self-efficacy is also found positive towards the development of positive attitude and peer engagement in e-learning environment.
Regarding the psychological assessment of student level of satisfaction and e-learning environment, engaged learning, agency, and assessment are found three major contributing factors towards this relationship. The student perception of online learning environment is mixed. It could be the difference in the background and nature of subjects undertaking by the different students. The current research also found a strong relationship between a well facilitated mechanism of e-learning environment and student’s attitude towards e-learning. There is evidence that the student new to e-learning environment can be distracted from his or her path. However, the social interaction between student and his peers, the interaction between student and instructor and most important the interaction between student and e-learning technology can mitigate this factor as proposed by the finding of current and previous studies.
References
Anders, N., Charles D., D., & Patsy D., M. (2011). A time-based blended learning model. On The Horizon, 19(3), 207-216.
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6).
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student Satisfaction with Online Learning: Is It a Psychological Contract? Online Learning, 19(2), n2.
Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104-112.
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97.
