Module-1 (Mini-Research)
Research Overview:
I reviewed a study done by Dr. David A. Armstrong Ed. D. D. published by TOJET: The Turkish Online Journal of Technology –July 2011, Volume 10 Issue 3
(See Snapshot below)
This study is very interesting. However, by reading the details about the process of collecting data and the sample used, it was easy to figure out ways to modify and to improve the study. These ways are listed below:
I understand that the data collected was qualitative such as interviews and observations; this type of data is characterized by a high degree of subjectivity, but the study didn’t specify who conducted these interviews and observations.
Secondly, the subjects used in this study don’t represent the diverse population of the online students.
1. 16 undergraduate students
2. The students completed or were currently enrolled in an online class.
3. Students were mostly in their Mid 20’s
4. All the students were from religiously affiliated Schools
In the table below, I will list the study characteristics in one column and the recommended modifications in second column.
Characteristic of the study
(listed above)
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My recommendation to improve the study
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Interviews-observation-online focus groups
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I recommend replacing the observation by a survey. The answers for each question ranges from (1) Strongly Agree to (5) Strongly Disagree
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16 undergraduate students
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Larger group >100 subjects including undergraduate and graduate students.
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The students completed or were currently enrolled in an online class.
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Students should have at least completed 2 classes. Students should have been exposed to a variety of classes to be able to give a valid opinion.
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Students were mostly in their Mid 20’s
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Wide range of age
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All the students were from religiously affiliated School
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The students should be from different types of colleges, state, private, religiously affiliated and not religiously affiliated
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The researcher didn’t specify the major of the classes in which the students are enrolled.
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I will segregate between types of classes. The importance of communication might vary from science and applied classes to history, English and the likes.
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The Study’s Findings
By reviewing the study’s finding, I was able to figure out the type of questions to include in the survey and the list of questions included in the interviews.
The finding can be summed as follows:
1- Students request concise and detailed directions.
2- Students expressed the absences of the “Faculty” in the educational conversation”. (I did not understand the meaning absence, and the researcher was not clear about this finding)
3- Lacking communication with (Faculty) helps in transforming the students to “Strategic”/ “Surface” learners versus deep learners.
*(I had to review these terms and the explanation is posted later in my paper)
**(Strategic and Surface learners are common in secondary education, based on my experience as a high school teacher. I wonder if it is a pattern or it solely caused by the “Lacking of Communication” in online classes)
4- Students expressed that the negative aspect of technology in online classes (the confusion that the online students experience) is due to faculty’s poor skills in the use of technology. (This is why I believe that the subjects should have had 2 or more online classes to have a fair judgment on online classes)
5- Students use nonacademic databases such Google and Wikipedia because the one provided by the school is cumbersome and has restriction.
I just want to introduce the definitions of Strategic and Surface Learners by using the snapshots below: 
I picked the definitions from the source posted below:
Module-1 (Good Practice Encourages Contacts between Students and Faculty)
Abstract:
The purpose of this study is to validate whether faculty-student communication is effective and helpful in delivering instruction in online classes. To do so, my study measures the effectiveness of the faculty-student communication in delivering instruction, by investigating four main factors:
1- Clarity of objectives and expectations
2- The activities are meaningful, reasonable, and manageable.
3- Opportunity for tutorials and feedback are present.
4- Differentiated instruction to meet student’s diverse talents and ways of learning.
Data Collection includes surveys (students’ survey), and data collected from schools including both percent of students who filed complains to schools, and percentage of students graduating from the online programs. Data will include both qualitative data (survey) and quantitative (percentages from universities)
Purpose
The percentage of students enrolled in online classes increased sharply the last decade and the pattern seems to continue in the near future. This increase in online enrollment demands more studies about all the aspects of online courses, to improve and maintain a good quality of teaching. My question, whether faculty-student communication is effective and helpful in delivering instruction in online classes, fits perfectly under these aspects.
The table to the right shows that the # of students enrolled in online classes is increasing, and that the students are encouraged to take more than one of these classes.
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The enrollment at UH almost tripled in the last 4 years
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This graph reflects the data from 1998 to 2000. After a decade the increasing pattern continues and thrives more.
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Participants
The sample will be selected randomly. However, I will segregate the surveys into:
1. Undergraduate students/ graduate students
2. Female/Male
3. Science & Math Majors/Humanities & Liberal Arts Majors online students/ students in traditional classroom settings
4. Private Secular Universities/Private Religious Universities/State Universities
5. Age range 20’s/30’s/40’s/50’s and above
By having a diverse and large population of subjects I am trying to eliminate the influence of other variables on my data. For Example, it might be harder to provide tutorials in science and math; or, the graduation rate might vary from one type of universities to another or from one age group to another.
Data Collection and Analysis
Each type of the 3 types of data will be analyzed differently. Data will include both and quantitative such as percentages from universities and qualitative such as the survey.
Type of Data
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Data Analysis
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qualitative data (survey)
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The questions on the survey are based on the four major aspects of the study listed:
1- Clarity of objectives and expectations
2- The activities are meaningful, reasonable, and manageable.
3- Opportunity for tutorials and feedback are present.
4- Differentiated instruction to meet student’s diverse talents and ways of learning.
Below are sample question from each aspect:
1- Are the course objectives stated clearly?
(choose on a scale 1-strongly disagree / 5- strongly agree)
2- The units’ activities help me acquire the knowledge and the skills that are applicable in my field of work.
(choose on a scale 1-strongly disagree / 5- strongly agree)
3- When I encounter difficulty in my assignments, I can seek tutorials easily.
(choose on a scale 1-strongly disagree / 5- strongly agree)
4- Instruction is presented in many ways such as verbal, visual step-by-step.
(choose on a scale 1-strongly disagree / 5- strongly agree)
To analyze the data I will use basic statistical parameters
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Quantitative “Students who filed complains to schools”
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Data analysis by comparison and looking for patterns
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Quantitative “Percentage of students graduating from the online/traditional programs”
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Data analysis by comparison and looking for patterns
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The Study Frame Work
Since the study involves many types of universities, my first preference will be in mailing the surveys to the universities in and out of my state. The duration of the study might extend over a one year period of time up to two years, till I collect enough surveys to match the targeted number of subjects.
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