EDUC: 6125

Please see the attached documents.

Week 3 Assignment: EDUC – 6125 Foundations of Research

Research topic Challenges Instructors are having with Virtual Learning

Research questions: What are the challenges of virtual learning for instructors during covid-19?

What are the benefits to students from providing professional development/trainings for faculty when it comes to technology/virtual learning?

A revised problem statement and research questions based on feedback received from your Instructor.

A reference list annotating at least four of the resources that you have found while conducting a search for resources on your topic. Each annotated entry should include:

· The APA-formatted citation of the resource

· A one-paragraph summary of the article or resource

· A brief rationale for the selection of each item. Within each rationale, explain how the resource connects to your problem statement and/or research questions, and evaluate its appropriateness, validity, and reliability.

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Yourname here

Annotated Resource List

Resource 1

APA Citation

Stacey, E. & Wiesenberg, F. (2007). A study of face-to-face and online teaching

philosophies in Canada and Australia. Journal of Distance Education, 22(1), 19-

40.

Summary

This resource compares responses of teachers who teach both face-to-face and online

classes at two universities. Using the data from the administration of an online Teaching

Perspectives Inventory (TPI) the authors designed five questions to determine differences

in the perception of teaching face-to-face to teaching online. The first open-ended survey

question covered differences in what teachers believed about online instruction and face-

to-face instruction. The online environment was perceived to require more time but

allowed for more student-to-student interaction. Face-to-face instructional beliefs

showed that teachers considered the traditional classroom to be less structured and

require less prior planning.

The second question showed that there was little difference in the goals teachers

held for the online instruction compared to the face-to-face instruction. Responses to the

third question showed marked differences in the mode of instruction with the face-to-face

environment lending itself to a teacher-controlled modality, while the online environment

became more democratic and student-centered. Additionally, teachers used more

multimedia online and found that they gave more individualized, frequent, and timely

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feedback in the online classroom. While many perceived these differences to be

beneficial, they also noted that the online classes required more structure and a regular

time commitment to maintain the facilitation of the online environment.

Question four provided a review of how the online environment affected the face-

to-face class and vice versa. Respondents applied best practices of face-to-face

instruction into their online classrooms. The online environment led them to consider the

community more in the face-to-face classroom and created a greater sense of intent and

organization due to the less flexible nature of the online class. Content from the online

discussions were encountered in the face-to-face classes, while the face-to-face class

content was uploaded into the online class.

The final question showed the interaction of the online and face-to-face

environments were perceived to have an additive effect on the instruction as the two

environments influenced one another in a reciprocal pattern. While differences exist

between the two groups on preferences for one modality over the other, all respondents

felt that a blended approach offered the best option for maintaining the flexible and

creative environment of the traditional classroom while affording students the

opportunity to build community and collaborate more democratically in the online

environment. These findings were consistent with the results of the TPI.

Rationale

This resource was chosen from a peer-reviewed journal in which the content

specifically addressed the problem statement chosen in my work with teachers moving

toward blended learning in high schools to create a college-going culture. The Authors

followed the correct format for a qualitative review, including correct citation of sources,

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an introduction, review of previous literature, an explanation of the methods used to

obtain the data, clear posting of the data, along with an explanation of any discrepancies

(Lock, Silverman, & Spirduso, 2010). The data is free from mathematical errors, and is

believable from my prior experience with teachers working in online and face-to-face

environments.

This resource was an appropriate fit for my target audience due to the fact that it

compared online and face-to-face instruction, using open-ended responses from the

instructors teaching and designing the online classes. Also, as the blended learning

program in our high schools intends to create a college-going culture, the use of data

from higher education was seen as beneficial toward gleaning insight into the

environment which the students of this program will encounter post-graduation.

Resource 2

APA Citation

So, H., & Bush, T. A. (2008). Student perceptions of collaborative learning, social

presence and satisfaction in a blended learning environment: Relationships and critical

factors. Computers & Education, 51, 318-336.

Summary

This resource examined student satisfaction with the online environment in a

blended course and what factors influenced their perceptions. The researcher concluded

that there was a correlation between the perceived psychological distance and the student

satisfaction in the online class. Factors such as: synchronous communication,

collaborative learning, and the authenticity of tasks determined student satisfaction with

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the course. Student interaction was identified as “(a) learner-content interaction, (b)

learner-instructor interaction, and (c) learner-learner interaction.” (So, & Bush, 2008, p.

319). The less psychological distance the student felt in the online environment, the more

they were satisfied with the class. This psychological distance differs from geographical

distance, students who participated more frequently in dialogue with less structure, felt

closer to the other students in terms of understanding ideas and interactions. Conversely,

in collaborative projects, there was a greater need for structure to promote greater student

interaction.

The online community was seen as a constructivist environment which promoted

higher order thinking skills when a sense of psychological distance was minimized.

Rapid responses along with authentic sharing by participants in a trust inducing

environment were essential factors for securing the sense of closeness. While the author

pointed out that student satisfaction with the online environment was an important factor

in student access of the blended class, there was no significant difference between the

online and the traditional environment concerning student perceived satisfaction.

Blended learning, the combination of online and face-to-face interaction, is seen

to be a promising tool to promote closeness in a group and allow for collaborative

projects. Although the research demonstrated a high level of student satisfaction with

authentic collaborative projects, time management was the key factor in determining

student success in the project.

Effective online environments afford learners with the opportunity to connect

with other students and form bonds, which perpetuated beyond the confines

of the

classroom. This connection among group members brought about an increased

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motivation for participating in collaborative tasks. The importance of building trust in

the environment is essential for student valuation of the group interaction.

The greatest factors influencing student dissatisfaction were: “technical problems,

lack of synchronous communication, and unorganized course structure.” (So, & Bush,

2008, p. 330). Therefore, blended teachers should design their online tasks carefully to

give students an environment which allows for authentic collaboration, trust building, and

multiple modes of communication among the members to remove psychological distance.

Rationale

This resource was chosen due to the difference in audience from the first resource. Going

beyond teacher perceptions of online learning to study what factors determine student

satisfaction with the online environment will fit my target audience and give practical

data to direct their online design. The authors present an introduction that ties into

learning theories which meet the need of my target group, as well as sharing factors over

which the audience has control. The data is presented and explained. Discrepancies are

noted with explanations and correlations increasing the validity of the report.

References

are cited properly. Attention was given to explain the concepts related to learning theory

and connect these with the findings of the report.

Resource 3

APA Citation

Gedik, N., Kiraz, E., & Özden, M. Y. (2012). The optimum blend: Affordances and

challenges of blended learning for students. Turkish Online Journal of Qualitative

Inquiry, July 2012, 3(3), 102-117.

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Summary

Blended learning affords greater opportunities over traditional learning or solely

online environments. The nature of the blended learning environment (BLE) offers

greater interactivity among the participants, regardless of time and distance due to the

dual modality of content, instructor, and student interaction. Differentiation is better

achieved through the dual modes since student learning styles and their varying rates of

comprehension can be accommodated online.

Despite the many benefits seen for blended, learning, barriers exist which can

minimize the benefits. Students must be able to manage time for learning online, which

can be challenging when they are also dealing with families, activities outside of the

learning environment, and other pressures. This study asked the following questions: “a.

What do the students perceive as the affordances of the BLE? b. What do the students

perceive as the barriers of the BLE?” (Gedik, Kiraz, & Özden, 2012, p. 103).

The researchers used peer review as a strategy to reduce bias of the common

themes that were discovered throughout the analysis of the open-ended questions.

Common themes were coded and counted in the review.

Benefits of the BLE discovered through the data review showed that students

appreciated the availability of information in multiple formats. The respondents felt more

connected to one-another, to the instructor, and to the material because they had

opportunities to access content outside of the traditional classroom lecture. Additional

affordances of the online environment were that students had more time to consider

answers to discussion questions and all voices could be heard online compared with the

limitations of discussions in the face-to-face environment.

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The perceived drawbacks to the BLE were that respondents felt that the workload

was doubled, meaning that the face-to-face environment was as demanding as the online

environment. As the test subjects had multiple courses in their schedule, this created a

barrier in time management. Students also expressed a lack of technical support as an

issue with the online environment.

While the combination of online and face-to-face instruction offers valuable

benefits, consideration must be taken to balance the load of work in the environments so

that students do not perceive work overload. Additional considerations for authenticity

of tasks, and pairing instructional tasks to the appropriate mode of instruction will

minimize the barriers to blended learning.

Rationale

This resource offered models used in the classroom and what practices offered the

best benefit. While blended learning is shown to be beneficial in the previous studies,

this resource addressed how to best deal with barriers so that greater benefits could be

realized. This study showed evidence of peer review and described the process for data

collection. Further explanation by the authors to demonstrate the methods taken to

remove bias increased the validity of this resource. The data tables show illustrative

quotations which validate the data points and provide valuable information and insight to

address the research problem.

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Resource 4

APA Citation

Mar, N. G. (2001, September). New Jersey’s solution to the digital divide: Access,

collaboration and equity help bridge the technology gap. T H E Journal, 29(2)

66.

Summary

This article describes the methods employed by the state of New Jersey to close

the gap between students with access to technology and those without. Less than one-

fifth of students in low-income families have a computer at home. This number is a great

contrast to higher-income families who have 80% access for students to use computers

for schoolwork in the home. The state used grant incentives to create Access-

Collaboration-Equity (ACE) centers for students, families, and community members to

increase their technology skills and bridge the gap dividing these students from those on

the other side of the digital divide.

Among the 39 centers, all of which are located in economically disadvantaged

areas, different programs are offered to promote Core Curriculum Content Standards

outside of the school day. Several of the programs teach word processing skills to

parents, and in many cases the students come to the session and work with their family on

the computer. Another ACE center uses high school students to tutor senior citizens in

the computer lab. The elderly learners then take tours of the school and reconnect with

the educational process, thereby strengthening the community and building relationships

that will extend beyond the computer center.

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An important consideration with the program has been the funding beyond the

first year. Community, business, and school partners are working together to keep the

program alive and successful.

Rationale

This resource was chosen for inclusion due to the similarity of the district in the

study with the target audience district. The solutions used in New Jersey are replicable in

other locations, address the needs of the target audience, and expand the use of computers

into the community. While there is no data on the success of the program, the pertinent

information for the research problem is the presentation of possible solutions that the

district may choose from to address the digital divide.

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References
Gedik, N., Kiraz, E., & Özden, M. Y. (2012). The optimum blend: Affordances and

challenges of blended learning for students. Turkish Online Journal of

Qualitative Inquiry, July 2012, 3(3), 102-117.

Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2010). Reading and understanding

research (3rd ed.). Los Angeles: Sage Publications, Inc.

Mar, N. G. (2001, September). New Jersey’s solution to the digital divide: Access,

collaboration and equity help bridge the technology gap. T H E Journal, 29(2)

66.
So, H., & Bush, T. A. (2008). Student perceptions of collaborative learning, social

presence and satisfaction in a blended learning environment: Relationships and

critical factors. Computers & Education, 51, 318-336.

Stacey, E. & Wiesenberg, F. (2007). A study of face-to-face and online teaching

philosophies in Canada and Australia. Journal of Distance Education, 22(1), 19-

40.

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Walden University M.S. in Instructional Design and

Technology
Formative Evaluative Criteria for Application and Reflection Assignments

Quality of

Work

Submitted

Work reflects

graduate-level

critical, analytical

thinking.

A: Exemplary

Work

A = 4.00; A- =

3.75

All of the

previous, in

addition to the

following:

B: Graduate

Level Work

B+ = 3.50; B =

3.00;

B- = 2.75

All of the
previous, in
addition to the
following:

C: Minimal

Work

C+ = 2.50; C =

2.00;

C- = 1.75

F: Work

Submitted but

Unacceptable

F = 1.00

Assimilation and

Synthesis of

Ideas

The extent to

which the work

reflects the

student’s ability to-

1. Understand the
assignment’s

purpose;

2. Apply
presented

strategies

3. Understand
and apply

readings,

discussions,

and course

materials.

*

When referencing

web-based

sources, an active

hyperlink to the

original source

must be included

(if applicable).

Demonstrates the

ability

intellectually to

explore

and/or

implement key

instructional

concepts.

Demonstrates

insightful

reflection and/or

critical thinking,

as well as

creativity and

originality of

ideas.

Demonstrates

exceptional

inclusion of

major points,

using

creditable

sources*, in

addition to

required readings

and course
materials.

* May include, but

are not limited to,

scholarly articles,

web-based

information, etc.

Demonstrates a

clear

understanding of

the assignment’s

purpose.

Provides careful

consideration of

key instructional

concepts.

Includes

specific

information from

required readings

or course

materials to

support major

points.

Shows some

degree of

understanding of
the assignment’s

purpose.

Generally applies

theories,

concepts, and/or

strategies

correctly, with

ideas unclear

and/or

underdeveloped

Minimally

includes specific

information from
required readings
or course
materials.

Shows a lack of

understanding of
the assignment’s
purpose.

Does not apply

theories,
concepts, and/or

strategies

Does not include

specific
information from
creditable

sources.

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Adherence to

Assignment

Expectations

The extent to

which work meets

the assigned

criteria and

integrates

technology

appropriately.

Assignment

meets all

expectations,

integrating

exemplary

material and/or

information.

Assignment

demonstrates

exceptional

breadth and

depth.

All parts of the

assignment are

completed, with

fully developed

topics.

The work is

presented in a

thorough and

detailed manner.

Assignment
demonstrates

appropriate

breadth and
depth.

Assignment
integrates
technology
appropriately.

Most parts of

assignment are

completed.

Topics

are not

fully developed.

Assignment

demonstrates

minimal depth

and breadth.

Some elements

of technology are

included.

Does not fulfill

the expectations

of the

assignment.

Key components

are not included.

Assignment

lacks breadth and

depth.

No technology

integrated or

integration

method is

inappropriate for

application.

Written

Expression and

Formatting

The extent to

which

scholarly,

critical, analytical

writing is

presented using

Standard Edited

English ( i.e.

correct grammar,

mechanics).

When referencing
web-based
sources, an active
hyperlink to the
original source

must be included.

Stated

fair-use,

copyright,

licensing, and/or

creative

commons

guidelines should

be followed for all

web-based

resources.

*

APA formatting

guidelines need

Work is unified

around a central

purpose with

well-developed

ideas, logically

organized in

paragraph

structure with

clear transitions.

Effective

sentence variety;

clear, concise,

and powerful

expression are

evident.

Work is written

in Standard

Edited

English.

No prominent

errors interfere

with reading.

All web-based

sources are

credited through

embedded links.

Ideas are clearly

and

concisely

expressed.

Elements of

effective

communication

such as an

introduction and

conclusion are

included.

Work is written
in Standard

Edited English

with few, if any,

grammatical or

mechanical

errors.

Few, if any,

errors in

crediting web-

based sources.

Ideas are not

clearly and

concisely

expressed.

Elements of
effective
communication
such as an
introduction and
conclusion are

not included.

Work contains

more than a few

grammatical, or

mechanical

errors.

Some web-based

sources are not

credited.

Major points do

not reflect

appropriate

elements of

communication.

No effort to

express ideas

clearly and

concisely.

Work is not

written in

Standard Edited
English.

Contains many

grammatical or
mechanical

errors

Web-based

sources are not

credited..

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only be followed if

applicable to

assignment.

Fair-use,

copyright,

licensing,

and/or

creative

commons

guidelines are

followed.

*Represents

scholarly writing

in a

correct APA

format.

Few, if any,

errors following

fair-use,
copyright,
licensing, and/or
creative
commons

guidelines.

*Work is well

organized with

correct APA

formatting

throughout.

Some errors in

following fair-

use, copyright,

licensing, and/or
creative
commons
guidelines.

*Somewhat

represents

mature,

scholarly,
graduate-level

writing, with

APA generally

followed.

Fair-use,
copyright,
licensing, and/or
creative
commons
guidelines are

not followed.

* The quality of

writing and/or

APA formatting
are not

acceptable for

graduate level

work.

Final

Assignment

Grade

A: Exemplary
Work
A = 4.00; A- =
3.75
B: Graduate
Level Work
B+ = 3.50; B =

3.00;

B- = 2.75

C: Minimal Work

C+ = 2.50; C =

2.00;

C- = 1.75
F: Work
Submitted but
Unacceptable
F = 1.00

It is expected that all applications and reflective essays will be submitted according to the

assignment due dates indicated. Exceptions may be made at the discretion of the faculty

member if contacted by the student prior to the due date describing extenuating

circumstances. Last Updated: 7.14.09