Revisions are part of the doctoral process but checking to ensure all requirements have been met can reduce the need for multiple revisions. Please review the rubric requirements i

Rubric Standard #1 | Complete > Does the research plan contain all the required elements?

Title * (Click on this title to be linked to more information)

Provide a concise (aim for 15 words or fewer) working title for this study. Include the main topic, variables/concepts under investigation, and the relationship between them. A title should be fully explanatory when standing alone and needs to include the most critical key words. Do not use colons and do not write a question.

Have one specific name for your concept or variables throughout your document to ensure alignment.

“The Impact of Virtual Learning in Pre-K Setting”

Supporting Literature * (Click on this title to be linked to more information)

The first step in developing your study is to search the literature*related to the general area you want to investigate.Provide approximately 15 brief summaries of recent ( within the past 5 years), scholarly ( peer-reviewed *) articles that support/justify/informsyour current and relevant problem from your discipline or professional field and/or local setting. Dissertations and other capstones are not peer-reviewed sources. Include the complete APA 7 reference entry followed by (a) an in-text citation; (b) what was studied; (c) what was found; and (d) why this research is important in relation to your study. This evidence provides the justification for your research problem.

(a)Rahayu, R. P., &Wirza, Y. (2020). Teachers’ perception of online learning during pandemic covid-19.  Jornnal Penelitian Pendidikan,  20(3), 392-406. Doi.org/10.1016/j.compedu.2014.04.018

(b) The study investigates the attitudes of early childhood educators toward online education during the COVID-19 epidemic(Rahayu&Wirza, 2020). (c) The results demonstrate that educators had numerous challenges while implementing online instruction, including issues with technology, low student engagement, and inadequate assessment. (d) This research connects with my study by highlighting the need for expanded professional development opportunities for educators interested in implementing online learning strategies with preschoolers.

(a) Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis.  Journal of Educational TechnologySystems,  49(1), 5-22.

Doi.org/10.1177/0047239520934018

(b)During the recent COVID-19 pandemic, online schooling has been met with both praise and criticism (Dhawan, 2020).(c) Online education, the author argues, has the ability to provide a more adaptable and personalized education, but it also has significant limitations, such as insufficient infrastructure and unreliable connections. (d) This article connects to my study by providing context for the benefits and drawbacks of e-learning for young children with implementing technology-based instruction for young children.

(a) Simamora, R. M. (2020). The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86–103. https://doi.org/10.46627/silet.v1i2.38

(b) The challenges of online education, such as low student engagement and ineffective group projects, are discussed (Simamora, 2020). (c) In light of the findings, it is clear that online education has promise, but caution must be exercised in its design to ensure its success. (d) This research connects to my study because it highlights the critical importance of meticulously planning and implementing all aspects of an organization's online infrastructure.

(a) Yu, Z. (2021). A meta-analysis of the effect of virtual reality technology use in education.  Interactive Learning Environments, 1-21. https://www.tandfonline.com/doi/full/10.1080/10494820.2021.1989466

(b) This systematic review investigated the Impact of virtual reality on learning and trainee satisfaction during technical skill development (Yu, 2021). (c) Virtual reality has been shown to improve student learning and satisfaction with technical skill instruction. Further study is needed to determine how virtual reality could be used in other sectors, but this one illustrates how it could be used to educate technical skills. (d) This article connects to my study by highlighting the significance of investigating the potential applications of virtual reality in early childhood education.

(a) Rulyansah, A., Ghufron, S., & Mariati, P. (2023). Competencies of teachers in game-based pedagogy.  Pegem Journal of Education and Instruction,  13(2), 354-370. DOI: https://doi.org/10.47750/pegegog.13.02.39

(b) The research analyzed how future educators accessed and utilized a virtual professional learning community for educators (Rulyansah et al., 2023). (c) The findings point to the online teacher community as a potential resource for training new educators to effectively integrate technology into the classroom. (d) The research connects to my study by investigating the significance of training future educators to use technology in the classroom, as well as the role that online communities play in assisting current educators in their professional development. This study is significant because it demonstrates the value of online communities for fostering professional development in early childhood education and highlights the significance of providing teachers with opportunities to learn about the classroom application of technology,

(a) Wineburg, S., Breakstone, J., McGrew, S., Smith, M. D., & Ortega, T. (2022). Lateral reading on the open Internet: A district-wide field study in high school government classes.  Journal of Educational Psychology, 114(5), 893-909. Doi: https://doi.org/10.1037/edu0000740

(b) In their discussion of urban legends in education, Wineburg et al. (2022) cast doubt on the common belief that students know best. Many widely held views regarding schooling are shown to be unfounded by the findings. (c) The article emphasizes the significance of teaching using evidence and challenging accepted dogma in the classroom. (d) The article connects to my study because it debunks some of the most pervasive misunderstandings about online education and demonstrates the significance of employing research-based practices in the formative years of education.

(a) Lachner, A., Backfisch, I., &Stürmer, K. (2019). A test-based approach of modeling and measuring technological pedagogical knowledge.  Computers & Education,  142, 103645. Doi: https://doi.org/10.1016/j.compedu.2019.103645

(b) The study analyzed the factors including instructor expertise, confidence, beliefs, and culture that influence the adoption of new technologies in the classroom (Lachner et al., 2019). (c) Teachers were more willing to use technological tools into their lessons if they shared students' enthusiasm for and belief in their usefulness. (d) This research connects to my study because it examines the elements that influence educators' choices to implement virtual learning strategies in preschool settings.

(a) Mohebi, L., &Meda, L. (2021). Trainee teachers’ perceptions of online teaching during field experience with young children. Early Childhood Education Journal, 49(6), 1189-1198. Doi: https://doi.org/10.1007/s10643-021-01235-9

(b) The study focused on the perception of trainee teachers when towards online teaching with handling learners in early childhood setting (Mohebi & Meda, 2021). (c) According to this study it also considers the perceptions of faculty supervisors who work with the trainee teachers. The study considered the experiences of the teachers, families, and supervisors towards the effectiveness of virtual learning in early childhood education. (d) The article connects to my study because it covers the concepts of virtual learning, challenges, perceptions, and experiences which form the basis for this research.

(a) Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: Systematic Review and meta-analysis. Journal of Medical Internet Research, 22(8). https://doi.org/10.2196/16504

(b) Blended learning was investigated in this study (Vallée et al., 2020) in primary schools. (c) The effectiveness of students' education could be enhanced by implementing blended learning strategies, although doing so is challenging for pedagogical, technological, and social reasons. (d) This research connects to my study because it demonstrates the potential advantages of blended learning, which mixes online and in-person training, and highlights the challenges that must be addressed before this type of technology can be successfully implemented in preschool and kindergarten settings.

(a) Gjelaj, M., Buza, K., Shatri, K., &; Zabeli, N. (2020). Digital Technologies in early childhood: Attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 165–184. https://doi.org/10.29333/iji.2020.13111a.

(b) Preschool educators' attitudes on technology integration were studied by Gjelaj et al. (2002o). (c) The study discovered that teachers' perspectives changed depending on factors like their own familiarity with educational technology, the availability of resources, and the encouragement they received from their peers. (d) This research connects to my study because it demonstrates the value of providing resources to teachers of young children so that they, too, can expand their knowledge of technology.

(a) Alshaikhi, H. I. (2020). Self-directed teacher professional development in Saudi Arabia: EFL teachers’ perceptions. Theory and Practice in Language Studies, 10(11), 1359. https://doi.org/10.17507/tpls.1011.03

(b) This article (Alshaikhi, 2020) uses a sociocultural lens to investigate the perceptions of Saudi EFL teachers toward continuing online education. Sociocultural elements, such as cultural values and social conventions, were found to influence teachers' engagement in professional development programs. (c) This research demonstrates the Impact of cultural norms and practices on students' ability to learn with and benefit from technological tools. (d) The article connects to my study because it highlights the need for sociocultural considerations to be integrated into training plans for professionals.

(a) Ikhsan, K. (2020). Technology acceptance model, social influence and perceived risk in using mobile applications: Empirical evidence in online transportation in Indonesia. Jurnal Dinamika Manajemen, 11(2), 127–138. https://doi.org/10.15294/jdm.v11i2.23309

(b) This research contributes to the TAM by investigating the role of peer pressure and risk aversion in consumers' decisions to use mobile payment systems (Ikhsan, 2020). (c) TAM was discovered that social influence and perceived risk have a significant role in determining a user's propensity to engage in mobile payment, in addition to the TAM criteria. (d) This research connects to my study because it demonstrates that the TAM may be extended to incorporate additional elements that drive technology use, such as social pressure and perceived risk.

(a) Plotka, R., & Guirguis, R. (2022). Distance learning in early childhood during the COVID-19 crisis: Family and educators’ experiences. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01384-5

(b) Plotka and Guirguis (2022) conducted a study that delved on the challenges of educating early childhood learners online during the COVID-19 pandemic. (c) The study considered the challenges that were experienced by early childhood educators and the parents of early childhood learners. Parents have the view that online or virtual learning was less effective as compared to the traditional approach of a classroom setting. (d) This research connects with my study because it highlights some of the challenges associated with teachers that had the view that virtual learning could become effective.

(a) Fenderson, D. G. (2022). From in-person to online teaching. Research Anthology on Remote Teaching and Learning and the Future of Online Education, 2074–2102. https://doi.org/10.4018/978-1-6684-7540-9.ch104

(c) Many teachers in the US were obliged to use online teaching techniques to instruct their kids remotely as a result of COVID-19 pandemic restrictions (Fenderson, 2022). © The examination of the literature looks at the conventional distinctions between teaching online and in-person courses, the difficulties involved, and how instructors see online learning. Teachers of ninth through twelfth grade in a North Texas school district were surveyed about their experiences using online instruction before and during the pandemic in order to gather data for the study. (d) The article connects with my study by factors like a teacher school campus, prior experience, and access to support structures correlated more to teachers having a high level of preparedness for online teaching.

(a) Ceballos, M., Vitale, T., & Gordon, W. R. (2021). Remote continuity of learning and the COVID-19 pandemic: Educators  self-perceptions of preparedness. Journal of Pedagogical Sociology and Psychology, 3(2), 75–89. https://doi.org/10.33902/jpsp.2021271304

(b) The COVID-19 pandemic disrupted education systems in February 2020 as schools ceased in-person instruction and switched to virtual learning to slow the disease’s spread within local communities (Ceballos et al., 2021). (c) We aimed to investigate differences in teacher and educational leader self-perceptions of preparedness for remote continuity of learning and communicating with stakeholders, factors contributing to preparedness, and suggested needs in upcoming educational leadership preparation as school systems implemented remote learning. (d) This article connects to my study because contributes to an understanding of teacher and educational leader preparedness for remote learning at the start of the COVID-19 crisis.

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Rubric Standard | Justified> Is evidence presented that this problem is significant to the discipline and/or professional field, and local site if applicable? The prospectus should provide relevant statistics and evidence and other scholarly facts that point to the significance and urgency of the problem.

Research Problem*(Click on this title to be linked to more information)

Now that you have read and summarized some of the recent literature to understand your problem, in one sentence what is your research problem? * Please remember that for a project study your problem must relate to a meaningful gap *in practice. Dissertation must relate to a meaningful gap in the research about a practice.

The problem for this study is that teachers struggle to effectively engage in virtual learning.

Rubric Standard #2 | Meaningful > Has a meaningful problem related to practice been identified in the research literature, and local site if applicable? Addressing the stated problem should be the logical next step, building on what is already known, and staying within the student’s area of professional practice.

Rubric Standard #5 | Original > Does this planned capstone have the potential to make an original contribution? Addressing the problem should result in an original contribution to the field and/or local site.

Rubric Standard #9| Objective > Is the topic approached in an objective manner? The framing of the problem should not reveal bias or present foregone conclusions.

Please provide three pieces of evidence below to show that the problem is meaningful to the discipline and research literature. If the study is a project study or a dissertation that uses a local setting as the data collection site, evidence must also be included to justify the use of the local setting. For a dissertation not using a local site, at least three pieces of evidence from the research literature must be presented.

Due to the impact of the COVID-19 global pandemic, teachers had to transition to teaching virtually. However they adapted to the unprecedented situation and made significant efforts to provide virtual learning activities (Steed & Leech, 2021). Virtual learning, especially at a young age, can be detrimental to a child's social and emotional development since it limits face-to-face contact (Ferri, 2020) This demonstrates the necessity to design online learning environments that provide young kids with the same level of social and emotional support they would receive in a traditional classroom setting.There is increased demand on elementary school instructors to include virtual learning because of the COVID-19 pandemic. Many children were sent home to study, necessitating a rapid adaptation of teaching strategies. The challenges that educators already confront shed light on the difficulty of implementing online education for preschoolers (Peimani&Kamalipour, 2021). This demonstrates the significance of addressing these concerns if we wish to maintain the use of virtual learning in preschool settings.

Peimani, N., &Kamalipour, H. (2021). Online education and the COVID-19 outbreak: A case study of online teaching during lockdown.  Education Sciences,  11(2), 72.

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations.  Societies,  10(4), 86.

Steed, E. A., & Leech, N. (2021). Shifting to remote learning during covid-19: Differences for early childhood and early childhood special education teachers. Early Childhood Education Journal, 49, 789–798. https://doi.org/10.1007/s10643-021-01218-w

Rubric Standard #3 | Justified > Is evidence presented that this problem is significant to the discipline and/or professional field, and local site if applicable? The prospectus should provide relevant statistics and evidence and other scholarly facts that point to the significance and urgency of the problem.

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