Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Trimester 1 2017/2018
By
Table of Contents
Pages
Research Design......…………………………………………………………...3
Rationale…………………....………………………………………….5
References……………………………………………………………..11
Appendix 1…………………………………………………………….14
3
RESEARCH METHODOLOGY
Research Design
In a recent discussion among mature university students it was concluded that online
learners face challenges that are different from those experienced by learners in a face to face
learning environment. Based on the discussion students were generally dissatisfied with some
aspects of online learning and felt that the matter should be further looked into. A group of
researchers set out to uncover the correlation between student satisfaction and instructional
Aims:
2. To identify strategies to increase the satisfaction of the mature learners in the e-learning
environment.
A descriptive research method is the most ideal approach for investigating person’s views
educational setting such as the classroom or other learning environments (Loeb, Dynarski,
McFarland, Morris, Reardon, and Reber, 2017). This method enables the researcher to use a
quantitative approach to make statistical inferences about a large group of people (Babbie, 2004).
● The target group consists of UWI Open Campus students who are enrolled in online
● Data analysis will commence immediately after the data collection has concluded. Data
will be quantified and analyzed statistically and expressed in the form of percentages and
charts.
❖ Participants in this study exist in different locations and are likely to complete the
questionnaire under different circumstances which may affect the responses. (Datt &
Datt, 2016).
❖ Data collection will be conducted via the internet and though it is likely that responses
can be traced to the respondent the researchers will maintain the respondents’
anonymity;
❖ Findings of quantitative research are often limited due to the use of close ended
questions which is prone to researcher bias. The study may not capture the reliable data.
❖ The target audience for data collection is limited to students of the UWI. Although this
group excludes teachers and facilitators who utilize the training programme and persons
who are desirous of pursuing training, the target group is suitable because they are
currently experiencing online learning. Consequently, this gives them the unique
5
RESEARCH METHODOLOGY
❖ The research team will solicit the participation of classmates currently engaged in the
programme they are studying. This strategy is advantageous because it assures access to a
sample of students.
❖ Data Analysis in quantitative research is costly and can be time consuming if not well
managed (Datt & Datt, 2016). The researchers intend to mitigate these problems by
The research design outlines a systematic method of data collection (Blakstad, 2014).
This aspect of the project was critical in order to establish the most effective way to collect the
data. The quantitative method of data collection is a very attractive method of research for
educators and psychologists (Knupher and McLellan, n.d.). Among the advantages of this
method is the fact that it is very effective in analyzing human behaviour, particularly for large
The data collection tool being utilized supports web based data collection which was
appropriate for the unique target group. The participants are characterized by different majors,
residence, race, sex, and age due to the fact that the collection process occurs online (Dubois,
2016). The data collected is quantitative and this is advantageous because quantitative data is
relatively easier to analyze than qualitative data. It can also be manipulated to be represented in
charts and text. The statistical nature of the data also allows for immediate analysis after data has
been collected (Babbie, 2004). A period of two (2) weeks was air-marked for data collection.
6
RESEARCH METHODOLOGY
This period is suitable due to the differences in locality and anticipated work and school
schedules.
For the purpose of this research the target audience will consist of male and female
students currently enrolled in distance education at the UWI Open Campus who are over the age
of twenty four (24). Many of these non-traditional students are employed full-time, raising
families, leading active lifestyles while pursuing their studies part-time. Thirty (30) students will
believed that this group would provide insight into what adult learners desire most in an online
learning environment.
Simple random sampling (lottery method) will be used where the researchers will
randomly select participants (Crossman, 2017). A list of one hundred (100) prospective
participants will be compiled from class lists which each researcher is currently a part of at the
UWI, Open Campus. Each prospective participant will be assigned a number. Then this
information will be entered in the Microsoft Excel software. The researcher will then use the
random command method to select the thirty (30) candidates for participation in the survey. This
method is the most suitable technique because it gives all members of the student population an
The essence of good quality research is effective data collection (Godfrey, 2017).
Qualitative research captures numerical data to explain a phenomenon. This kind of data
collection is structured and relies on random sampling. The researchers propose to use survey
which is a suitable instrument for quantitative data collection. Quantitative data collection
instruments facilitate a greater level of objectivity, generalizability and reliability (Borg and Gall,
1983). Additionally, random selection of participants will mitigate against researcher bias.
and other prompts and serves the primary purpose of obtaining relevant information from
respondents. Within the context of the proposed research question, this instrument will make it
easier to determine mature students’ andragogic needs as they transition from face to face to
online and capture a wider demographic. This is so as the nature of online learning caters for a
time efficient, and objective. Additionally, being an instrument that allows for anonymity,
respondents are more likely to provide honest responses. Questionnaires provide “Structured,
often numerical data, being able to be administered without the presence of the researcher, and
often being comparatively straightforward to analyze” (Wilson and McLean 1994, p. 317 cited in
Cohen, Manion and Morrison 2007). Though they are less onerous to administer than some other
data collection instruments, the researchers are cognizant that careful planning, question design
and sequence are imperative to ensure the validity and reliability of the instrument.
Validity and reliability are inherent to an effective data collection instrument and
ultimately effective research. Skewed data collection will have a negative impact on the findings
and ultimately invalidate the research. Cohen, Manion and Morrison (2007), posit that invalid
8
RESEARCH METHODOLOGY
measure what it proposes to measure. However, no instrument is fool proof therefore the
researchers have taken steps to improve the instrument. Careful sampling, appropriate
instrumentation, and appropriate statistical treatment of data are some of these steps (Cohen,
UWI (2017) further articulates the following points which will be considered regarding
validity: interpretation and use of findings must take precedence over process, degrees of validity
vary according to purposes and situations, and judgements on the validity and interpretations of
findings should be made subsequent to the examination and integration of the different aspects of
validity.
The reliability of the data collection instrument speaks to how dependable and consistent
the instrument proves to be. That is, whether or not the instrument produces consistent results
over time, instruments and groups of respondents (Cohen, Manion and Morrison 2017).
Morrison (1993) cited in Cohen, Manion and Morrison (2007), if the sample size is too large or
too small, the data could be easily distorted or in the case of sample being too small, statistical
analysis can be impeded. Consequently, an invalid instrument will no doubt cause the
research conclusions to be unreliable and consequently erroneous which will inevitably influence
and Siniscalco and Auriat (2005) define a standardized questionnaire as one in which the same
questions are given to all respondents and the coding system is the same. This also impact the
validity and reliability of the research. The instrument will consist of dichotomous as well as
9
RESEARCH METHODOLOGY
open ended questions which will seek to explore the challenges that mature students face in the
online environment and the extent to which they are coping with these challenges. The open
ended questions will provide rich data which might inform instructional designers about the
potential for intrusion into the lives of respondents, the researchers must be sensitive about
ethical issues when preparing and administering the instrument and therefore the researchers will
Finally, the primary objective of the questionnaire will be to determine the kinds of
strategies and considerations that instructional designers ought to consider for implementation, to
enhance the online learning experience for mature students. The research question therefore
requires insight into the perceptions, opinions and experiences of respondents hence the reason
why the questionnaire will consist of dichotomous as well as open ended questions. The open
ended questions will avoid the researchers having to infer reasons for responses. In this way
In analyzing the data collected, the researcher will use reports of descriptive statistical
analysis to give the reader a good understanding of the study (Anaesth, 2016). In accordance
with Gabriel (2013) and Ericson (2015), the researchers will use inductive analysis to establish
and articulate the link between the research objectives and the findings from the raw data.
Standard steps for statistical analysis will be used to analyze the data and generate tables and
charts. Deutsches Arzteblatt International (2009), states that descriptive statistical analysis can
10
RESEARCH METHODOLOGY
include tables, graphical presentations and simple statistics. The measures of central tendency
such as the mean, median and mode will be used to compare and contrast distribution and
explain valuable findings about numerical data. The researchers will use Pearson’s correlation
analysis to establish the relationship between variables. The confidence interval, margin of error
and standard deviation and some regression analysis will also be used to document the summary
of findings. Data will be analyze according to student demographic information (age, gender,
etc.) and the challenges they encountered to determine what can be done to assist them in the
pronounced value to the researcher who is trying to lure meaningful results from a large body of
qualitative data. This kind of data analysis permits for better objectivity and accuracy of results
which support generalizations about the phenomenon under study. In order to accomplish this,
the researchers will use few variables and employ well-established standard procedures to ensure
validity and reliability. This means that the research can be replicated, and analyzed and
associated with similar studies. This quantitative analytical approach permits the researcher to
summarize huge sources of information and allow for comparisons across categories which can
be done many times. There are various tools that will assist the researchers in analyzing the data
collected such as Data Analysis and Statistical Software (STATA), IBM SPSS Statistics and
SaS. Using these tools, researchers can solve research problems efficiently.
References
11
RESEARCH METHODOLOGY
Anaesth, I. (2016). Basic Statistical Tools in Research and Data Analysis. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037948/
Babbie, E. R. (2008). Practice of Social Research-Guided Act (12th ed.). New York:
Wadsworth Inc.
Babbie, E. R. (2004). The Practice of Social Research (10th ed.). Belmont, USA:Wadsworth
Inc.
https://explorable.com/research-designs
Borg, W.R. and Gall, M.D. (1983). Educational Research: An Introduction (4th ed.), New York:
Longman Inc.
Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education. London, New
Crossman A. (2017). What is a Simple Random Sample? Definition and Different Approaches.
https://www.thoughtco.com/random-sampling-3026729
Datt, S. , Datt, S. (2016) Limitations and Weakness of Quantitative Research Methods. Retrieved
from https://www.projectguru.in/publications/limitations-quantitative-research/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2770212/
12
RESEARCH METHODOLOGY
https://surveyanyplace.com/questionnaire-pros-and-cons/
No.3:Retrieved from
http://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?
ReferenceID=1424072
http://deborahgabriel.com/2013/03/17/inductive-and-deductive-approaches-to-research/
http://www.aect.org/edtech/ed1/pdf/41.pdf
Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive
https://ies.ed.gov/ncee/pubs/20174023/pdf/20174023.pdf
Siniscalco, M.T. and Auriat, N. (2005). Questionnaire design: Quantitative research methods in
http://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.asp
x?ReferenceID=1012176
13
RESEARCH METHODOLOGY
The Pell Institute and Pathways to College Network (2017). Analyze Quantitative Data.
Retrieved from
http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-quantitative-data/
http://2017.tle.courses.open.uwi.edu/pluginfile.php/10752/mod_resource/content/1/EDLS
6507%20%20M2%20Unit%202.pdf
http://2017.tle.courses.open.uwi.edu/pluginfile.php/10776/mod_resource/content/1/EDLS
6507_
Appendix 1
14
RESEARCH METHODOLOGY
a. Yes
b. No
11. Balancing work and study is a challenge for mature online students.
a. Yes
b. No
12. Completing group assignments is a challenge for mature online learners.
a. Yes
b. No
Please answer yes, no or I am not sure to the following questions and provide the reason for your
response.
14. Do you think the lecturers are helpful? Yes No I am not sure
15. Have you ever thought of dropping out of the programme? Yes No