Assignment Sample on Research and Evaluation Task
Introduction
The current essay focuses upon the importance of having an online medium for education and its importance in the life of a student. The essay highlights the contrast between collaborative learning in online business education- evidence from a field experiment and online video module for improvement and student learning (Lancellotti et.al. 2016). Essay includes the highlight of the difference and similarity which is been used in both the research report by the authors.
Analysis
There are various similarities in both articles. The topic moves around online education and is related to the benefit which is been provided by this medium to the students. Both the articles focus on pure learning in the student circle. It has the approach for gathering the data related to their respective topics and developed into the respective results (Kay, 2012). In the prior article which states the collaborative learning in online business, education states that when students are provided related video for the final exams they have scored video in various subjects and compared to the subjects in which only traditional method was used for teaching.
It has been seeing that both have used a thematic approach to explain the final results of the research which is being done by the investigators. The approach of both the researcher was similar which used a quantitative approach for the research (Joosten and Reddy, 2015). It can be seen that the research methodology which was used in both articles was similar. Both used the data and adopted the exploratory approach to explore the information which has been gathered by the student group in different universities. The results were also similar such as it can be seen that both the researches in the article stated that students were comfortable and also scored well in their exams (Lancellottiet.al. 2016).
The philosophy of both the authors in the research was completely on the fact that the study is not without limitations. There were made several efforts for controlling the differences in the experimental groups (Kilic-Cakmaket.al. 2009). All the factors were closely noticed which can affect the students such as online video classes and the traditional approach which was taught by the teacher. The major similarity in both the researchers was they both conducted the activity instead of having any survey and made groups according to their choices to study the impact and make it to information data. Both the researches work conducted in the college premises with the different set of groups of students (Powell and Robson, 2014). Both the researches resulted in a positive response towards the online medium of the classes or the content for the academic area. It was analysed that online medium has an important role to impact the academic performance of the students to understand formal learn and perceive (Keough, 2012).
There were differences in both the articles. The initial article which is the collaborative learning in online business education focused upon Peer learning and was an objectified tool to identify various practices which can Foster the engagement of student, learning and also which can help them to get success in the online business classes. The article completely focuses on exploring the ways for enhancing the engagement of students (Jackson and Helms, 2008). On the basis that the research result was conducted. It can be seen that it was completely to promote the online business classes in the students.
Whereas the second article which is an online video module for improvement in student learning was completely on to hypothesis which were average student scores on online video are provided in the content of the course in comparison to when they are not (Miller et.al.2019). Another hypothesis stated that improvement in the student can be affected by other demographic factors such as gender and ethnicity but having a similar objective (Haughton and Kelly, 2015). The first result is the demographic factors in the students but they focus upon Peer learning and the result how the interest was generated towards the online business classes through conducting various activities.
On the other side, the other article focuses upon the impact of various editions of online modulus in the subjects to define the success of the student. The initial article states that it does not have any already defined hypothesis which was required to be proved true or false (Estelami, 2012). Whether the author was trying to explore the result which was derived from the conduction of activities. the second article upon the proving the hypothesis right or wrong based upon the activity which was conducted in the college.
Differences in the references can be seen in both articles. Article 1 has been using references from various writers such as Emerson et.al.(2015) they were using the cooperative learning concept among the student. Also, Harmon et.al. (2014) focused on Impact of online and learning outcomes- in this, the author completely focuses upon the results which are derived from the online learning approaches. References mainly highlight the importance of online medium at its impact on the student from every perspective. On the other hand, article 2 has taken the references of the author such as Ackermanet.al. (2014) are completely focused upon the transitions having in the classroom Technology. Also, Arispe and Blake, (2012) focused on various learning formats in the course of a student the factors which are affecting the e-learning capability of the student community. The references of both the articles have used different approaches towards their Research and a completely different result which was used in both the articles in their manageable ways.
Conclusion
It can be concluded that article 1 and Article 2 have similar objectives which focus upon the improvement of students learning and their performance in the academic arena. The concept of the research was the same. There were certain differences in the research which was completely related to the approach of the researcher to find the appropriate result for the decided objective of the research.
References
Arispe, K., and Blake, R. J. (2012). Individual factors and hybrid learning in a hybrid course. System, 40, 449–465.
Emerson, T., English, L., and McGoldrick, K. (2015). Evaluating the cooperative component in cooperative learning: A quasi-experimental study. The Journal of Economic Education, 46(1), 1–13. doi:10.1080/00220485. 2014.978923
Estelami, H. (2012). An exploratory study of the drivers of student satisfaction and learning experience in hybrid-online and purely online marketing courses. Marketing Education Review, 22, 143–155.
Harmon, O., Alpert, W., and Histen, J. (2014). Online discussion and learning outcomes. International Advances in Economic Research, 20(1), 33–44. doi:10.1007/s11294-013- 9453-9
Haughton, J., and Kelly, A. (2015). Student performance in an introductory business statistics course: Does delivery mode matter? Journal of Education for Business, 90, 31–43.
Jackson, M. J., and Helms, M. (2008). Student perceptions of hybrid courses: measuring and interpreting quality. Journal of Education for Business, 84, 7–12
Joosten, T., and Reddy, D. (2015). Distance education and technological advancements research toolkit. National Research Center for Distance Education and Technological Advancements (DETA). Retrieved from http://uwm.edu/deta/toolkits/.
Kay, R. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–883. doi:10. 1016/j.chb.2012.01.011
Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 36, 822– 847
Kilic-Cakmak, E., Karatass, S., and Ocak, M. A. (2009). An analysis of factors affecting community college students’ expectations on e-learning. The Quarterly Review of Distance Education, 10, 351–361
Lancellotti, M., Thomas, S., and Kohli, D. (2016). Online video modules for improvement in student learning. Journal of Education for Business, 91(1), 19–22. doi:10. 1080/08832323.2015.1108281
Miller, L., Asarta, C., and Schmidt, J. (2019). Completion deadlines, adaptive learning assignments, and student performance. Journal of Education for Business, 94(3), 185–194. doi:10.1080/08832323.2018.1507988
Powell, L., and Robson, F. (2014). Learner-generated podcasts: A useful approach to assessment? Innovations in Education and Teaching International, 51(3), 326–337. doi:10.1080/14703297.2013.796710
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