Assignment Sample on Research and Evalution Task
Assignment 1
1. Introduction
This study is going to focus on the comparison between two different articles in terms of their research focus area. This article is supposed to give priority to the different methodology used to research the same topic. The topic is based on the different processes of improving business education from different perspectives. The two articles are “Online video modules for improvement in student learning” and “Collaborative learning in online business education: Evidence from a field experiment”. This study has further focused on the arguments developed during the comparison process between the two selected articles. A reflective analysis of the two selected articles has been provided in this study.
2. Analysis
2.1. Research focus area
An article by Stanley and Zhang (2020) has explained that most of the students that take admission in online business courses face issues in that. This article has mentioned that this article aimed to improve the engagement of the business course students (Elmqaddem, 2019). Stanley and Zhang (2020) have mentioned in their article that online class activities can be improved through collaborative and peer learning activities. This article has introduced a peer learning activity among 223 students that amalgam learning components as well as peer instructions.
An article by Lancellotti et al. (2016) has explained that most of the marketing faculties and marketing students suffer from compromised learning in their online business courses in the university. Limited time for each class has pressurized both the faculties and the students to cover the entire syllabus in the limited time. This has caused difficulties for both the students and professors to accomplish proper learning in the classrooms (Altinpulluk, 2019). In this aspect, students have been unable to take proper information and learning regarding marketing. In this article by Lancellotti et al. (2016), a quasi-experimental design has been used to compare all the students that have video modules and do not have.
2.2. Method
Article by Stanley and Zhang (2020) has used different methods for the research such as Course design for online learning, Collaborative learning video activity, data sources, and Empirical strategy. In the course of marketing, the professors redesigned the module in such a way that can help them to cover all the areas for learning marketing effectively. On the other hand, an article by Lancellotti et al. (2016) has used a quasi-experimental design that introduced hybrid learning and flipped classrooms. Technological implementation has developed the learning process of the marketing students by minimizing the repetition of the same lectures in the class. It has provided the professors and students with some free time that they can utilize for other lessons on marketing (Hantono et al. 2018). According to this article, this process can enhance the knowledge of marketing among the students.
The article by Stanley and Zhang (2020) has mentioned that the students have been asked to use Moodle university class websites for further knowledge on marketing. McGraw-Hill’s Connect website has been provided to the students to access books from there for further learning. Apart from that, problem sets of the chapter exercises, as well as optional, Learn Smart adaptive learning tool has been provided to them (Nechypurenko et al. 2018). Therefore, the students have been asked to score a minimum of 70% to achieve a grade of C to pass the exam. This has encouraged the students to perform better in their exams through effective learning of marketing.
According to the article by Lancellotti et al. (2016), technological implementation will be helpful for the students to improve their basic concepts regarding marketing courses before they emerge in the classroom. It can help them to utilize the free time for the engagement activities in the classroom. However, as per this article, such technology can generate challenges for both the students and professors regarding the distribution of class notes that the students get through payment (Martin et al. 2018). The professors have experimented on the group of students in the class by letting a few of them access the videos and others not. It has a possibility of improving the score of the second exam after letting them access video modules.
2.3. Discussion area
The article by Stanley and Zhang (2020) suggests that the learning process of the marketing students has been initiated through peer learning and discussion forums for online coursework. Most of the business studies courses have been followed through the instructions and self-made notes of the professors (Dalim et al. 2017). In this article, the video presentation by the students along with traditional notes made by the professors has been suggested. A comparison among the old and new students has been made by the professors through experimenting with them in the learning process. The result has shown that collaborative activities have enhanced the learning process of the marketing students. Tools such as VoiceThread have been suggested in this article to enhance communication among learner-to-learner.
The article by Lancellotti et al. (2016), has reflected that the study has no limitations and cannot be covered within a limited timeframe in the classroom. In this aspect, the professors must let the students use video modules for their coursework. It can help them to get a basic knowledge regarding the chapter or lesson about to be taught by the professors before coming to the class (Baratè et al. 2019). This will help the students to minimize the unnecessary repetition of the lessons and improve their learning process. The free time that they will get in the class by reducing the repetition of the same lessons can be utilized in learning more things on marketing. This will help both the professors and students to release pressure for finishing the huge syllabus in marketing courses.
2.4. Limitations
The research has been initiated based on the two provided articles that have discussed limited solutions to the same problem of learning online marketing courses. This research could be better if more communication tools were mentioned in the given articles. These articles have not discussed the cyber threat of using online business courses (Dalim et al. 2017). Traditional methods of learning business courses have not been compared with the online method of learning business courses in the provided articles. Further information could be provided in the two articles to enhance the learning and teaching process of online marketing courses in the various universities and institutes.
3. Conclusion
It can be concluded that a comparison between the two articles “Online video modules for improvement in student learning” and “Collaborative learning in online business education: Evidence from a field experiment” has been done in this study. These two articles have been contrasted and compared based on different processes of improving the learning process of online marketing. Challenges faced by the professors and students regarding pursuing online courses have been described in this study. Sharing video modules to the students can cause risks for security regarding the notes provided in the class. The students take all the notes by paying for their business courses and in the case of video leakage it can cause ethical issues for the students. However, this study has interpreted that implementation of technology can improve the learning process of the students.
Assignment 2
Gibbs Reflective cycle has been selected in the study for developing a reflection on the module study skills. The major focus area is a description, feeling, evaluation, analysis, and Conclusion and action plan.
1. Description
I had focused on doing a comparative analysis of the two journals, “collaborative learning in online business education” and “Online Video modules for improvement in student learning”. I focus on comparing based on research focus areas, discussion and finding of the journals. It can be said that the result of the quality of courses persists despite the enrolment of students and online grades have increased. The online teaching module aims to integrate the main key points of the topic through a short video to assess its usefulness. As opined by Brouwer et al. 2020, Collaborative learning activity is designed for the students where their written materials are produced in online economic theories; that is, problem-solving video and decision-making class. Some demonstration was used to differentiate students who had access to the video process with the contrasting group from the same courses. I had observed the online faculty is trying hard to limit classroom time and ensure that students communicate in a meaningful way. Educational Institute started using some apps like zoom, Google meet, through which communication is getting much better. Collaborative learning positively impacts the learning process and helps develop skill and proficiency with referencing video made on a particular topic.
2. Feeling
After engaging in the module Study Skills, I feel the growth of knowledge and ideas regarding importing my study skills. I understood the importance of analyzing and continuing practices for developing my academic and professional career. I feel that articles will help me in the future as it includes improving and creating video in the individual learning process. It is my thinking that the process of an online class is very useful as every student gets noticed, and also each student’s background attributes are like so, and the activities are also identical (Sekarwinahyu et al. 2019).
3. Evaluation
Based on my evaluation, I have experienced that both articles have some positive and negative connotations. As stated by Hoekstra et al. 2019, it is very challenging for me to cope with the whole process throughout the study skill. I understood how the online video assessment process helps the student to be smarter. The difference between an offline class and an online class are now clear to me. It is very challenging to understand the process of Collaborative learning in online marketing education, but gradually, it teaches the importance of the online process. The software in the online educational sites is made so that sometimes it is thought that teachers are not needed for the correction. I learned to utilize multiple educational sites that automatically solve various writing and grammatical issues by suggesting that it improves writing skills. Online video learning processes also help little students operate the system and make them independent in their learning process, which is a good sign of growing as individuals. The only problem I feel is that the course type and quality may be somehow decreased and for that the pressure on the students gets increased.
4. Analysis
In the whole study skills, I mainly focused on how the online learning process improves students’ individuality. I think the development of skills through the online and collaboration process can not be the only way. I believe through this collaboration process and online module skill, the communication process gets much better. Every individual needs to communicate with each other during the study skill, and it helps in personality development and helps to improve the fluency of the language. As argued by Strijbos et al. 2020, Leadership can be considered a major area that could be forced during the study skills engagement process to develop my professional and team management behaviour. Besides, strong decision-making skills can be made out of the situation to enhance future challenges.
5. Conclusion
I have learned writing skills that can help me to write high-quality reports on various articles. Several skills such as communication skills and analysis skills can be developed through this study. Intense knowledge of improved learning processes for marketing courses has been learned in this research (Altinpulluk, 2019). Proper communication skills have helped me to understand the advantages of peer-to-peer learning, video learning, and collaborative learning in an organization.
Peer to peer learning suggests the process of interaction among the students in order to enhance the learning process. This process of learning can develop the knowledge and skills of a student to achieve its future educational goals (Altinpulluk, 2019). This learning method can help me to engage with others through different activities so that I can improve my learning process. Peer to peer learning process will help me to improve my communication skills, writing and analysis skills to achieve organizational targets in the future.
6. Action plan
The skills I have learned in this course will help me in future entrepreneurship if I join an organization as a marketing officer or marketing manager. Improved communication skills such as peer-to-peer learning and collaborative learning will help me to communicate with my team members properly. I have acknowledged an effective communication tool that is VoiceThread that will help me to establish interconnection in the online environment (Elmqaddem, 2019).
I am looking forward to using my learning outcome on Study Skills development by regularly practicing for professional development and career growth. In addition, the major future focus area will be development of negotiation strategy, decision making strategy and problem analysis strategy. I will adopt assertive communication based on my understanding and learning for managing team work in terms of academic and professional work. In addition, based on the educational perspective and learning from the education experiment I will focus on enhancing my decision making process respectively (Altinpulluk, 2019). I will also concentrate on developing my problem solving process based on learned study skills for better grips of decision making and identifying career opportunities in the future.
Reference List:
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Altinpulluk, H., 2019. Determining the trends of using augmented reality in education between 2006-2016. Education and Information Technologies, 24(2), pp.1089-1114.
Baratè, A., Haus, G., Ludovico, L.A., Pagani, E. and Scarabottolo, N., 2019. 5G Technology for augmented and virtual reality in education. In Proceedings of the International Conference on Education and New Developments (Vol. 2019, pp. 512-516).
Dalim, C.S.C., Kolivand, H., Kadhim, H., Sunar, M.S. and Billinghurst, M., 2017. Factors influencing the acceptance of augmented reality in education: A review of the literature. Journal of computer science, 13(11), pp.581-589.
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