Assignment Sample on Research and Evalution Task
Introduction
This study aims to represent a comparison between two selected articles on the education system. The first article is “Collaborative learning in online business education: Evidence from a field experiment”, and the second one is “Online video modules for improvement in student learning”.
Brainstorming of similarities and dissimilarities
Similarities found from two selected articles are enlisted below:
| Evidence (from article 1) | Evidence (from article 2) | Own thoughts/comments | |
| Similarity 1 | Produced results from this study have shown the importance and effectiveness of online courses in business education. | Video modules, a part of online courses, have been considered a crucially important factor in improving students’ learning process. | From the findings of both of these two studies, online courses’ effectiveness in business education can be understood. Thus, in the present era of pandemic, such courses’ inclusion can be recommended for global business study institutions. |
| Similarity 2 | Business education provider institutions are interested in consuming the findings of this study. | The findings of this study can help business educators to learn about the advantages of including video courses. Thus, these groups are a major interest group of this study. | Findings are useful for educators in the global area to understand appropriate implications of online and video courses. |
| Similarity 3 | Peer learning’s positive impact in online courses on increasing in-depth knowledge of students was established throughout the study. | Significant improvement in the learning process through the inclusion of video sessions was established through this research. | In the era of digitisation, depending on these studies’ findings, a practical implication of digitally improved courses can be recommended for an enhanced student experience. |
Table 1: Presentation of similarities
(Source: Stanley and Zhang, 2020, Lancellotti et al. 2016)
Evaluation of two articles was beneficial to identify the following differences:
| Evidence (from article 1) | Evidence (from article 2) | Own thoughts/comments | |
| Differences 1 | Explanatory variables and related data were collected for this study. Course design for online learning and collaborative learning video activity was two selected aspects of data collection. | A survey research method was used in this article to collect relevant information on the topic. | The first article devised outcomes based on collected data from institutional databases. On the other hand, the second one was more specifically dependent on first-hand collected through the survey process. |
| Differences 2 | The concept of passive learning was derived in this research work through the literature review section. | The concept of flipped classrooms and hybrid learning were enlightened in the literature review section. | Two articles have revealed two different aspects of learning for students. Hence, approaches to deterring online courses’ effectiveness for business students were different in the selected two journals. |
| Differences 3 | A group of students were randomly-sorted across identical class sections to collect relevant information related to collaborative learning in online education. | A quasi-experimental design was used to select students based on their profile for devising justifiable information for the research process. | Despite selecting different student groups in non-identical techniques, a similar result has been devised from both studies. These are simplifying the importance and effectiveness of online peer learning and video courses as a tool for student’s experience enhancement. |
Table 2: Presentation of differences
(Source: Stanley and Zhang, 2020, Lancellotti et al. 2016)
Presentation of the main argument
The above demonstration has presented the most significant similarity and differences between the two selected articles. However, from the illustration of those highlighted factors, the methodology’s selection can be considered the main difference. For example, in the first article, Stanley and Zhang (2020) have mentioned utilising a survey approved by the campus IRB, Connect website, and various other sources. On the other hand, in article 2, Lancellotti et al. (2016) has selected 479 students from a large West Coast university. Thus, from the reputation methodology section of these two articles, differences in data collection and its interpretation can be highlighted.
However, both two have successfully attained their aim by evaluating topics efficiently despite following different methodological aspects. As Stanley and Zhang (2020) presented, collaborative learning procedure in online classes has increased in-depth knowledge of students in business education. Therefore, this article has presented the acceptance and justifiability of online courses to increase students’ productivity. On the other hand, Lancelthe lotti et al. (2016) depicted the advantages of including video modules to improve students’ learning experiences. Both of these two articles have become quite similar, addressing the effectiveness of digital aspects in students’ learning and improvement.
An outline of comparison
It has been analyzed from two articles that both articles have followed digital learning in order to improve learning style. Article 1 has followed online courses based on business education and article 2 has used video modules, which is a similarity to both articles (Stanley and Zhang, 2020). On the contrary, it criticized both articles that they have helped business educators in order to understand the necessity of online and video courses. Digital courses have increased the student’s experiences as well as the learning capacity of students is improved (Lancellotti, 2016). All of these are similarities of both articles.
As per article 1, it is criticized that the author has collected data through online learning and collaborative learning activity video while the survey research has been used in article 2 in order to collect data. The author has said that passive learning is a process where all students receive information from the instructor and then summarized it (Stanley and Zhang, 2020). On the contrary, article 2 has focused on passive learning in the literature review section article 2 has shed light on the concept of flipped learning as well as the concept of hybrid learning. As argued by Lancellotti et al. (2016), flipped learning is considered group learning. As per article one, the author has chosen article randomly from an identical class in order to collect authentic information while in article 2, the quasi-experimental method is used in order to select students.
Conclusion
Comparison and contrast of two selected articles helped to draw differences and similarities between two selected journals. However, from illustration, the effectiveness of including digital technology in student learning through online class and video presentation was concluded.
References
Lancellotti, M., Thomas, S. and Kohli, C., 2016. Online video modules for improvement in student learning. Journal of Education for Business, 91(1), pp.19-22.
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