The Effectiveness of Learning Through Blended Approaches - Research Proposal Example

THE EFFECTIVENESS OF LEARNING THROUGH BLENDED APPPROACHES By Student’s Name Code + Name of Course Professor/Tutor Institution City/State Date Table of Contents Introduction 2 Research Questions 3 Research Objectives 3 Literature Review 4 Methodology 5 Participants and Sample Size 6 Sampling Method 6 Data Collection 6 Data Analysis 7 Ethical Considerations /Drafts of Consent Forms 8 Consent Form Draft 8 Time Plan 9 References 10 Title: THE EFFECTIVENESS OF LEARNING THROUGH BLENDED APPPROACHES Introduction Technological advancements have caught the attention of many researchers and educators (Wu-Yuin 2009, pg. 223). Studies have demonstrated that the flexibility and varied presentation capabilities of the Computer- based applications have offered a good alternative to traditional methods of learning (Vaughan 2007, pg. 13). With developments in technology such as networking, changes have been observed in the manner in which computers may be used to support learning. A study by Hsin and Tsai (2014) presented a systematic literature investigation on empirical studies of the way in which technologies influences the learning of young children. The study used diverse articles from the Web Science database and through content analysis; the scholars identified trends of this topic. An analysis of more literature shows that technologies used in learning influence positively on children’s performance in different spheres of development (Osguthorpe & Graham 2003, pg. 229). Against this backdrop, this study will adopt a qualitative case study methodology to examine the effectiveness of learning through blended learning approaches at xxx (insert school). The later section of this proposal will examine the methodology used in the case study. About 200 students selected from four classes will participate in the study. The subjects of the study will be interviewed and their perceptions and attitudes about blended learning noted. This proposal also includes a description of the framework used in the analysis, the ethical issues to be observed, and a time plan for the study. Research Questions This research seeks to answer three main research questions, which are: 1. To what extent does blended learning improve students’ performance? 2. Does blended learning improve the learning motivations of students? 3. How can blended approaches of learning be integrated into classrooms to improve education? Research Objectives The major objectives of this study will be 1. To examine the extent to which blended learning can improve students’ performance in class. 2. To investigate how blended learning approaches improve the learning motivations of subjects in classes. 3. To find out effective ways of integrating blended learning into classrooms to improve education. Literature Review The theoretical model and critical framework for this research proposal assesses the effectiveness of learning through blended approaches by examining different literature studies on the topic. Today in many educational and training environments, collaborative computer programs are used in teaching adults and young students’ skills in computer literacy (Merchant & Cronan, 2001, pg. 25). Studies by So and Bonk (2010, pg. 199) provided limited literature examining the effectiveness of blended learning approaches provide limited content on the topic. Bertz and Johnson (2000, pg. 284) carried out a study to identify the efficiency of an innovative model for teaching elementary literacy in computers. The inventive model was web-grounded, which was self-paced and carried out over the net and which necessitated students learn individually without visiting regular schoolroom competency-based and instruction that related the students’ practical skills against state-wide standards. Grounded on figures generated from 315 learners in a college who went to the literacy course, it was established that the novel method for teaching computer skills was the favoured model and had merits over old-style teaching approaches. Desai, Richards, and Eddy (2000, pg. 240) suggest that increasing the use of computers on university campuses worldwide requires that creativities, both at the faculty and institutional levels should be rigorously assessed for impact and development improvements. The study also assesses students' recommendation for refining the quality of Blended Learning programs. The study’s sample consists of 160 students (male) who filled a 34-item questionnaire. Findings from the research indicated that this fresh experience showed clear advantages by broadening students' opportunities for learning and enriching their vocabulary in English. Ragupathi and Hubball (2015, pg. 1) describe blended learning as the mixture of online and face-to-face teaching. They consider the approach as one of the most critical recent advances in education. Whereas past CALL studies have assessed various elements of blended learning in second and foreign language classes, they have not given room for a sufficient description of what really happens in a class environment of blended learning. This investigation reinforces the growing body of evidence, which suggests that learning technologies use can affect the value of teaching and experiences of students’ education in positive ways. A study by McManis and Gunnewig (2012; 16) found that as many parents and educators have witnessed, modern children are exposed to technology at an early age, with tablets, computers, e-readers, smart readers etc. being some extensive choices. According to this study, technology awareness can create a way for extraordinary learning. Nevertheless, without an education module, technology cannot attain its probability for improving the development and learning of children (Walberg 1988, pg. 77). O'Malley (2012, pg. 10) found that the cultural, social, and organizational contexts of the classroom have to be considered when designing systems for encouraging effective learning. The study proposes that most of the work, which happens in classrooms, is cooperative, whether by plan or not. They assert that teachers have to be adapt to technology because of changing needs for learning. Methodology This study will assume a qualitative case study model to examine effectiveness of learning through blended learning approaches. A qualitative case study is an all-inclusive description and analysis of one experience, a singular entity, or phenomenon (Emmel, 2013, pg. 28). The method will be used to develop a heuristic and descriptive account of the situation under investigation (Shenton 2004, pg. 65). Participants and Sample Size This study’s participants will be 4 classes of about 200 (80 males and 120 females) students divided into two groups. The participants will be students at xxx (insert school) majoring in elementary education and social science. One group of students will consist of those enrolled in computer literacy and who use blended learning (experimental group) while the other group (control) will consist of students who learn through traditionally based approaches. Ages of students will be between 19 and 21. Sampling Method A convenience sample will be used to select the research participants and the classes to be incorporated into the study. The classes selected will be those with fewer courses or absent tutors. I will choose my own class for the case study because I have been using a blended learning approach in my classes for about three years. Even though a convenience sample is never strategic or purposeful, the choice of my class will allow me to act as a participant observer (Emmel, 2013, pg. 31). Data Collection According to Neuman (2005, pg. 18) qualitative researchers play an important role in generating the data through the kinds of questions they ask. The use of different sources of data is vital to ensure an accurate representation of the phenomenon. With that in consideration, the data for this study will be collected using interviews, and observation of the research subjects. Blended learning is very hard to observe because of its asynchronous nature. This inability to observe participants directly while they are interacting with the course materials outside their classes will necessitate the use of interviews. An interview protocol will be developed to document the location, date, and time of each interview. The interview will gather data about the internet skills, e-learning outcomes and computer literacy and e-learning experience. The next set of interview questions will consist of a set of questions that focus on the student’s skills or language areas that showed improvement through blended courses including the suggestions, merits, and disadvantages for improving their experience of blended learning. The last section of the interview will comprise of questions that are open-ended to gather qualitative information concerning the perception of the students of the blended learning experience. A total of ten observations will be conducted for all the students over 9 weeks. Later, all observations and interviews will be typed. These transcripts will be read several times, while noting the topics, which emerge. The topics will be then coded in (four) different categories. Data Analysis Due to the huge amounts of data yielded by qualitative research, data analysis will be a progressive process. This study will use a summary form as a tool for facilitating ongoing data analysis. As part of this form, the first coding process will be undertaken. The summary form for data analysis will be derived from the notes made concerning the perceptions of learning generated during the interview sessions. Reoccurring topics from each participant will be noted down. The notes made during the interview will be eventually developed into the codes in the subsequent phase of codification. This will be followed by code mapping (Saldana 2013, pg. 116). Code mapping refers to the process of condensing the codes derived in the first phase into a chosen list of categories, and then into the main themes of the study Neuman (2005, pg. 39). The dominant codes will be selected while the redundant ones will be removed. The emergent categories will be further analysed to discern the developing themes. Ethical Considerations /Drafts of Consent Forms This study will involve the contribution of a vulnerable population i.e. some participants in this study are under the age of 19. All safeguards will be taken to ensure that no participants befalls harm. In particular, the three special education participants will bring along their advocates during all interviews. Confidentiality will be addressed by assigning subjects pseudonyms, as is the school itself, to guard their confidentiality. Student data obtained from school records will be identified by the pseudonym and a haphazard number will be assigned to every participant. All participants will sign an assent form. All study-linked materials, such as class data and transcripts will be stored in a locked cupboard at my residence until when the study finalizes. After the passage of one year, all data will be destroyed. Consent Form Draft Statement of Researcher Obtaining Informed Consent I have carefully clarified to the person participating in the study what he or she can anticipate. I confirm that when this individual signs this form, to the best of my awareness, he or she comprehends the procedures, purpose, potential risks, and potential benefits of participation. I also confirm that he or she: Understands the language used to describe this research Reads well enough to comprehend this form or, if not, this individual is able to understand and hear when the form is recited to him or her Does not have any challenges, which could make it difficult to understand what it means to participate in this research. _________________________________ ______________________ Signature of Researcher Obtaining Consent Date Time Plan Literature review: An in-depth literature review of blended learning and instructional time was undertaken. New literature was evaluated throughout the process and included in my study as necessary. I submitted my list of literature to be considered on August 15, 2015. My tutor evaluated he annotated bibliography and thereafter instructed me to proceed with the proposal. Documentation of the research questions: This activity took place in August of 2015. I undertook a pilot study pertaining to the perceptions of students on the effectiveness of learning in a blended environment. This was followed by an extensive evaluation of the present literature and discussions in order to come up with my research topic. Research proposal: Based upon the identified research problem, I have already developed my research problem and I expect to submit it by September 1 2015. This proposal includes the main research questions, objectives, a literature review, and methodology parts. Framework design: I selected a case study in order to examine properly the phenomenon of learner’s experiences. The design and methodology of the study awaits my tutor’s approval. This methodology might be approved in the second week of September 2015. Data collection: Sixteen interviews will be conducted on a daily basis beginning on 14 September 2015. Sixteen participants will be interviewed on a daily basis. Data will be gathered in the form of summative and formative assessment scores, academic transcripts, etc. Data analysis: Data will be coded and analysed on a continuous basis throughout the study. The research committee members will evaluate data analysis in October of 2015 and provide their feedback. Reporting of Results: This will take place after data analysis probably in October 26, 2015. References Bertz, R & Johnson, L 2000, ‘An innovative pedagogy for teaching and evaluating computer literacy.’ Information Technology and Management, Vol. 4, no. 1, pp. 283-292. Desai, M S, Richards, T & Eddy, J P 2000, ‘A field experiment: instructor-based training vs. computer-based training. Journal of Instructional Psychology, Vol. 27, no. 4, pp. 239-243. Emmel, N 2013. Sampling and choosing cases in qualitative research: A realist approach. Thousand Oaks, CA: Sage Publications Inc. McManis, LD & Gunnewig, S B 2012, ‘Finding the education in educational technology with early learners,’ Young Children, Vol. 67, no. 3, pp. 14-24. Merchant, S, Kreie, J & Cronan, T. P 2001, ‘Training End Users: Assessing the Effectiveness of Multimedia CBT.’ The Journal of Computer Information Systems Vol. 41, no. 3, pp. 20-25. Neuman, W L 2005. Social research methods: Quantitative and qualitative approaches. Boston: Allyn and Bacon. O'Malley, C 2012. Computer supported collaborative learning. Springer Science & Business Media. Osguthorpe, R T & Graham, C R 2003, ‘Blended learning environments,’ Quarterly Review of Distance Education, Vol. 4, no. 3, pp. 227-233. Ragupathi, K & Hubball, H 2015, ‘Scholarly Approaches to Learning Technology Integration in a Research-Intensive University Context: Impact of a New Faculty Initiative,’ Teaching & Learning Journal, Vol. 8, no. 1, pp.1-16 Saldana, J 2013. The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: SAGE Publications Inc. Shenton, A. K 2004, ‘Strategies for ensuring trustworthiness in qualitative research projects,’ Education for Information, Vol. 22, no. 2, pp. 63-75. So, HJ & Bonk, C J 2010, ‘Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A Delphi study,’ Journal of Educational Technology & Society, Vol. 13, no. 3, pp. 189-200. Vaughan, N 2007, ‘Perspectives on blended learning in higher education,’ International Journal on ELearning, Vol. 6, no. 1, pp. 12-39. Walberg, H. J 1988, ‘Synthesis of research on time and learning. Educational Leadership,’ Vol. 45, no. 6, pp. 76-85. Wu-Yuin, H, Jung-Lung, H, Tretiakov, A, Huey-Wen, C & Ching-Yuan, L 2009, ‘Intraaction, interaction and outeraction in blended learning environments,’Journal of Educational Technology & Society, Vol. 12, no. 2, pp. 222-239. Read More