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Major Assignment 1 Final Submission: Developing a Research Topic for a Qualitative Research Study

In Week 4, you submitted your Parts 1 and 2 and your Annotated Bibliography to your Instructor for feedback.

For this Major Assignment 1, you will incorporate your Instructor’s feedback if you have not already done so. Also, you will finalize your Major Assignment 1 and complete Part 3: Potential for Social Change section.

To prepare for this Assignment:

1. Review the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.

2. Incorporate your Instructor’s feedback from week 4 Parts 1 and 2 submission.  Please go back and read guidelines below for parts 1 and 2 Make sure you have all details and information for each part. This Major Assignment 1 counts as 300 points.

3. Update your Annotated Bibliography to include any new articles you have read since Week 4 that would be appropriate to include.

4. Continue on to Part 3 and finalize this section for your final submission. Use the Detailed Major Assignment 1 Guidelines to format your paper.

Assignment Task /Part 3: Potential for Social Change

· In your revision of Part 1 and 2 of Major Assignment 1   Please indicate the new material by highlighting the new or revised text in Parts 1 and 2.

Adding on Part 3: Potential for Social Change

· Based on your understanding of social change, write one paragraph to describe how the results of your study might contribute to making a difference at a local/community, regional, or national level.

· Finalize your Annotated Bibliography. Use the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.

· Finalize your References section of your paper. Use the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.

Be sure to specify each section Parts 1, 2, and 3.

Submit Parts 1, 2, 3, the Annotated Bibliography, and the References section of your final Major Assignment 1: Developing a Research Topic for a Qualitative Research Study.

Part 1

· Create a title page for your Major Assignment 1. Use the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.

· Write a problem statement based on your topic of study. Develop a 1- to 2-paragraph statement that is the result of a review of the articles you located on your topic.

1. Briefly describe the phenomena you are interested in studying.

2. Briefly summarize the key findings or what is understood about this phenomena based on the three articles you reviewed.

3. Briefly identify the “gap”—what do you see as an important, relevant, next step in learning more about this topic that would be appropriate for a qualitative study.

· Include your Annotated Bibliography section.

Part 2

· Write a purpose statement using terminology of qualitative research. The purpose statement should contain:

1. A statement using the following template: The purpose of this qualitative study is to [choose one: explore, describe, understand, explain] the meaning/experience/culture/stories of [phenomenon of interest] in [population/setting].

2. A justification of why the purpose of your study is suited for the qualitative approach in terms of:

· The phenomena you choose

· The “fit” with a constructivist epistemology and ontology

· The relevance of the naturalistic setting or context to the phenomena of interest

Based on your knowledge of reflexivity, explain your relationship to the problem; and the issues of bias and positionality to be addressed. Include a brief description of the setting and possible sources of data.

· Write a research question using terminology of qualitative research. (Note: This could be the same research question you created in your Discussion 1 for this week ONLY if it applies to your topic of study for this Assignment.) The research question should incorporate and mirror the purpose statement using the following template: What is the meaning/experience/culture/stories of [phenomenon of interest] in [population/setting]?

· Include your updated Annotated Bibliography section.

Part 3: Potential for Social Change

· Based on your understanding of social change, write one paragraph to describe how the results of your study might contribute to making a difference at a local/community, regional, or national level.

· Finalize your Annotated Bibliography. Use the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.

· Finalize your References section of your paper. Use the Major Assignment 1: Developing a Research Topic for a Qualitative Study Assignment Overview and Guidelines for proper formatting of your paper.

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6

Influence of Virtual Instruction on Student Learning

Angel Winslow

EDDD-8310

Major Assignment 1

Date Due: June 27, 2022us Comment by Barbara Schirmer: Submitted 6/28

Influence of Virtual Instruction on Student Learning Comment by Barbara Schirmer: The problem statement, purpose statement and qualitative research questions are omitted.

Virtual learning refers to a form of learning experience disseminated and enhanced through the utilization of computers and the internet of things. In this form of learning, instructions are delivered in an online environment, and the teacher and the learner are physically separated. Virtual learning instruction can be conducted through an asynchronous approach. Here the learning material is delivered to the learner electronically, and then the learner progresses with the learning process at their pace (Ryan & Poole, 2019). Alternatively, the learning can also be delivered live through web conferencing technology. The following paper examines virtual instruction's influence on student learning.

The advancement in technology and the continuous utilization of technology in various fields, coupled with the positive outcomes witnessed in these fields, have necessitated the use of technology in education and the dissemination of information and instructions to learners. The use of virtual learning instructions in the education sector also comes in handy following the need to break the boredom and create interactive learning sessions for students. Ryan and Poole (2019) hint that virtual instructions also have the potential of breaking abstractions in discharging learning information, thus making learning as practical as possible.

Scholars have postulated different contributions and benefits associated with virtual instructions to learners. For instance, in an article entitled teachers’ elementary school in online learning of COVID-19 pandemic conditions, Fauzi and Khusuma (2020) have argued that virtual instructions create flexibility in the learning process for the learners, thereby reducing learner burnout. The authors of this article further argue that virtual instructions allow learners to learn at their pace without creating much pressure on the learner, particularly when the learning process is asynchronous. Again the authors have pointed out that flexibility in access to education through virtual instruction can enhance learner enrolment by allowing learners to plan their times for studies, thus helping to remove the barriers seen in the physical attendance of classes that deny learners the freedom and flexibility to budget with their time appropriately.

In another study, Ryan and Poole (2019) observed that a virtual learning environment has a lot of positive impacts on the learners' acquisition of knowledge. They contend that a virtual learning environment improves learner satisfaction by allowing learners to observe the various elements of learning practically, thus helping to eliminate the vagueness that comes with a theoretical instructional approach to learning. At the same time, this article also highlights that a virtual learning environment allows learners to effectively engage with the learning process by participating actively. Active participation contributes to retention and recall of the information issued virtually more than the ones issued verbally via the traditional teaching method. Ryan and Poole (2019) believe that because of the interactive nature of virtual instructional approaches to learning, learners remain active for a long, increasing learning effectiveness.

Dumfor and Miller (2018), on their account, observe that virtual instructions give learners unprecedented opportunities to horn their peer-to-peer learning protocols. Through small learning groups, online instructions allow learners to share their experiences in class and thus boost their levels of confidence and engagement. It fosters interactive learning between students, which is an effective way of promoting class harmony. The art of sharing and exchanging ideas contributes to the fulfillment of the objective of holistic learning. The article also provides that virtual learning increases learning effectiveness by simplifying the learning process.

The lack of adequate technological equipment still restricts the effective implementation of virtual learning and facilitates the effective dissemination of online learning instructions. Additionally, some teachers lack the digital competencies needed to effectively run online classes without complications. Such limitations make it difficult for schools to effectively roll out virtual classes.

Annotated Bibliography Comment by Barbara Schirmer: You included 1 qualitative and 2 quantitative studies. As the assignment required 1 qualitative study, 1 theory article, and 1 literature review or meta-analysis, I only reviewed the qualitative annotated bibliography.

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465. Comment by Barbara Schirmer: This is a quantitative study so I have not reviewed the annotated bibliography.

The authors of this article observe that a virtual learning environment presents learners with advantages and disadvantages. One of the advantages identified in this article is that virtual learning allows learners to participate actively in peer-to-peer learning. They also suggest that virtual learning supports practical learning by allowing learners to see and interact with the lesson content. The authors of this article contend that virtual learning is very effective in boosting better learner outcomes in institutions of higher learning. This article can be resourceful to academicians, policymakers, and scholars who want to hone their understanding of virtual learning.

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70.

This article provides that virtual learning positively impacts learner enrolment by allowing learners to access educational services remotely without necessarily having to be confined in classrooms. The article also recommends that through virtual instruction, learning duration can be increased by allowing learners to engage in effective learning outside classrooms. The authors also contend that virtual learning enhances learning beyond the confines of the classroom, thus promoting the objectives of developmentally appropriate learning principles. The authors have also hailed online learning as a contingent strategy for continuity of learning in emergency circumstances when the physical meeting is impractical, as was the case of COVID-19. Comment by Barbara Schirmer: For the summary paragraph of the qualitative study, the following must be included: methodological design, purpose, theoretical or conceptual framework, participants and setting, procedure, measures, how the data were analyzed, results, and conclusions All annotated bibliographies must also include an analysis paragraph that describes the strengths and weaknesses of the study and application paragraph in which you apply the study to your research interest and offer directions for further research.

Ryan, E. & Poole, C . (September 2019). Impact of virtual learning environment on students’ satisfaction, engagement, recall, and retention. Journal of Medical Imaging and Radiation Sciences. Vol. 50(3), 10-415 Comment by Barbara Schirmer: I was only able to access the abstract but this article appears to be a quantitative study so I have not reviewed the annotated bibliography.

This article sought to establish the impact of virtual learning on the level of satisfaction, the extent of satisfaction, recall, and retention of the learned material by learners. They found that virtual learning yields higher levels of learner satisfaction, good memory or cognitive power, and a higher percentage of retention of the materials taught in class. The authors of this article attribute these positive results to the fact that virtual instruction allows learners to effectively engage in the learning process, leading to better concentration. Additionally, they opine that the virtual learning platforms act as learning aids that make learning more practical and simplified, helping reduce the obstacles and boredom characteristic of the traditional classroom learning environment.

References

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465. Comment by Barbara Schirmer: Capital letter per APA 7 Comment by Barbara Schirmer: doi URL is needed at the end of citation Comment by Barbara Schirmer: doi URL is needed

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70.

Ryan, E. & Poole, C. (September 2019). Impact of virtual learning environment on students’ satisfaction, engagement, recall, and retention. Journal of Medical Imaging and Radiation Sciences. Vol. 50(3), 10-415 Comment by Barbara Schirmer: comma Comment by Barbara Schirmer: No month for articles per APA 7 Comment by Barbara Schirmer: See APA 7 Comment by Barbara Schirmer: One article was 405 pages in length? Comment by Barbara Schirmer: Period and doi URL are needed

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5

Influence of Virtual Instruction on Student Learning

Name

Institution

Course

Unit

Professor

Date

Influence of Virtual Instruction on Student Learning

Virtual learning refers to a form of learning experience disseminated and enhanced through the utilization of computers and the Internet of things. In this form of learning, instructions are delivered in an online environment, and the teacher and the learner are physically separated.

Problem Statement

The advancement in technology and the continuous utilization of technology in various fields, coupled with the positive outcomes witnessed in these fields, have necessitated the use of technology in education and the dissemination of information and instructions to learners. Traditionally learning had been confined to a physical location: often a classroom where teachers would meet students to tackle an academic problem together. However, the traditional concept of learning limits learning to a specific locality. In the wake of the proliferation of the Internet of things in academia, there is a need to break this barrier and make learning flexible. Liu, Wang, Lei, Wang and Ren (2020) hint that virtual instructions also have the potential of breaking such abstractions in discharging learning information, thus making learning as practical as possible.

Purpose Statement

The research topic selected for this paper is the influence of virtual instruction on student learning and learner development. In particular, the paper seeks to identify how virtual learning influences cognitive development, retention rates, and the overall transformation in the learning landscape.

Research Questions

1. How does virtual learning affect a learner's cognitive development?

1. What is teachers' perception of using virtual learning protocol in preschool?

Virtual learning plays an important role in promoting learners' academic achievements by providing them with a unique learning experience. Virtual learning environments support effective language acquisition in learners (Tseng, Liou & Chu, 2020) as it allows learners to interact and grasp pronunciation and phonology. It is more effective when a teacher or fast learners guide the process. However, as indicated in the study conducted by Fauzi and Khusum (2020), teachers are reluctant to embrace the utilization of technology in teaching.

Annotated Bibliography

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70.

The researchers in this study sought to investigate teachers' perspective in elementary schools about the concept of online learning during the COVID-19 period. The researchers conducted a qualitative research design using 45 teachers in elementary schools. The data was collected using open and closed questionnaires. The findings were then analyzed using descriptive statistics. The study found that 80% of the teachers expressed dissatisfaction with online learning.

Though this study provides a glimpse of the feeling of teachers in elementary schools, it does not have the relevant strength to stand the test of time. First, the sample population is too small to [resent a reliable teacher population. Besides, it does not reveal the sampling criteria used, thus making it difficult to establish the objectivity of the researchers in this study.

Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034-2049.

This study sought to establish the impact of immersive virtual reality on academic achievement, student engagement and technology acceptance. The study involved 90 (46 boys and 44 girls) human subjects randomly picked from the upper classes in a Chinese public school. The researchers divided the participants into two classes. One class acted s a control experiment while the other was used as the experiment specimen. The study was organized through a qualitative design, and ANOVA was used to analyze the outcomes. The results indicated that IVR increases the academic achievements of the learner, improves learner engagement and promotes acceptance of technology.

One of the strengths of this study is in fair representation of both male and female participants. It also used statistical analysis to arrive at its findings. This makes the finding more reliable. However, this study has not revealed whether consent was sought for participants.

Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 102190.

The researcher conducted a qualitative study on how virtual environments affect grade students' language acquisition. The study subjects in this experiment were 96 grade three learners in a public school in Taiwan. The researchers divided them into four streams of 24 students each. One stram was controlled, and the other three streams were attached VE as follows: the first one was independent, the second one was paired, and the third was a teacher-centred. The results indicated that the paired and teacher-centred classes had better language development than the controlled and individual classes.

This study is significant as it highlights the significance of teachers in virtual learning. It demonstrates that virtual earning is not an idea to replace teachers but rather a way of supporting the work of teachers.

References

Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70.

Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034-2049.

Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 102190.

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