Distance Learning Intro Revised Hello

Distance Learning Intro Revised

Hello Kevin

Thank you for submitting the initial draft for my review. Here is my reply.

INTRO -- Is uploaded with requested revisions

Working on it -- when do you need it?

Waiting for your overview of the research problems, etc., the raw data, and the data from the state or national testing statistics that you refer.

Quotes: The original instructions did not say anything about not including direct quotes. I will do my best, but if you find they are not useful, then please, remove them and paraphrase in your voice.

Thank you for incorporating the questionnaire. I like the concept of the questionnaire, rather than using only database statistics. It shouldn't be a problem to obtain data; it could easily be done right away via telephone. My 15-year-old son takes some courses at FLVS. I will send it to you ASAP. I will need, from you, at a minimum, the data that you collect in a format ready to be analyzed, the scores (and scoring) specifically that you want included, and any other specific data that you want me to extrapolate. Once my part is done, you will need, though, to do a thorough rewrite of the document per your professor's instructions -- taking into account what you know from your coursework, work with the advisor/professor, etc.

2. Great!. & #8230;."case study examined the phenomenon of teaching practices of faculty and student progress in the Florida Virtual School. The study examined the experiences of at least 15 facilitators of blended online synchronous and asynchronous learning within the FLVS environment, as well as the use of generalized performance data regarding overall student performance at FLVS. Data were collected using semi-structured interviews.

Please Note: Student Progress in Florida Secondary schools is defined by state mandated test score results and course completion rates.

3. Introduction: Turnitin report shows 36% similarity rate -- this is too high. Please be sure to paraphrasing and aim for no more than 10%. Please see below for more information on introduction, and other statements. Do not submit the Bibliography or Appendecies. Also, direct quotes WILL come up on TII. There are also common phrases like "online delivery" and "attract and retain students" that are used in the literature, but not plagiarized.

4. Statement of the Problem:

More sources are needed. No information should be original and a source should follow nearly every sentence. You may need to add sources to buttress your understanding of this topic. Must be between 250 -300 words. A lack of research alone is not a compelling problem. Focus should be on the followings: How is this different? What is the evidence to support this? Does this difference result in negative outcomes? How is student performance? Is there a difference in performance? The problem statement should:

1) Demonstrate global problem to society. What is the problem? You list there are differences, but the differences are not stated and the outcomes are not presented

2) the specific problem. Lack of literature does not constitute a problem. Please use the literature to illustrate the problem the study will address Again, this is a personal thing for you because you will need to defend it. What is the specific problem YOU want to investigate?

Also include what perspective is represented? For example, is the problem an individual level problem, an organizational problem, an industry problem, or a social problem? What is not known that should be known and what are the potential negative consequences to the field of study if the proposed research is never conducted? These questions can help to identify the problem that needs to be addressed and the theories relevant to predict, explain and understand the problem. Present a general issue/observation that is grounded in the research literature and leads to the need for the study (in most cases scholarly citations within the last 5 years are required to document the general and specific problem). Follow with a focused, documented problem that directly reflects and leads to the need for a research response. Ensure that the concepts presented in the Problem Statement lead to and align directly with the Purpose Statement. Use of a "logic" map is highly recommended in order to ensure direct alignment and avoid "surprises" among the key elements: problem ( purpose (research questions (proposed method and design. The perspective questions will need to come from your viewpoint so they may be defended. There are several ways these can be answered, I have given you broad strokes of theories and organizational methodology for this.

Note: Clear and precise definitions of key words upon first use and consistent use of key words throughout the paper will also help ensure alignment.

5. Key Terms:

Must have APA citations for each term, both parenthetical and reference page. Thanks Done for you.

6. Methodology is incomplete. Who will comprise the sample? What is the sample size? Source to justify sample size? What are the instruments? What is the data to be collected? How will the data be analyzed? This I am waiting for you to supply.

7. The introduction and problem statements are all focused on higher education. This creates a misalignment with your sample of K-12. Please either adjust the study to reflect the literature or revise the literature to align to the study. I have fixed this, but on each individual comment from the instructor, you should be prepared to revise the document. Strictly, I am not supposed to do anything on a document that an instructor has reviewed (a legal thing). Also, many of the comments are not that a or b was done incorrectly, but that the instructor would like you to elaborate, use more info, etc. The idea of our services is to provide you with a template so that you can take this forward; we are not, unfortunately, able to reedit the documents again and again based on instructor comments. I have taken care of the most pressing, but you should be prepared to do some significant additions that are in your own words, using your own thoughts since you are working with this advisor on the project and have taken the appropriate courses.

Introduction

Many educational institutions are forced to find a way to adapt to a shift in stakeholder expectations, budget cuts, and a substantial evolution of the demographic make-up of the universe of students. These shifts resulted in a paradigm shift for educational providers, now increasingly needing to utilize online delivery in order to attract and retain students. Education must evolve using technological tools to meet the expanded needs of new stakeholders. In fact, over the past decade there has been a 150% increase in the number of students selecting distance learning courses as a preference or a supplement to classes. Indeed, almost half of all faculty members at the K-12 and Junior College levels believe virtual learning to be essential to a 21st century classroom (Edtech, 2012). The medium of distance learning has a clear effect on the message, the participants, and the faculty. How effective online courses may be is interdependent on not only the technology driving the system, but the manner in which instructors revise their teaching style and curriculum (Dede, 2004).

While distance education has a historical background dating to the mid-19th century, it was the technological revolution post 1990 that played a vital role in the dissemination and acceptance of the medium (Larreamendy-Joerns & Leinhardt, 2006). It was the technological revlotion and more robust amounts of computing and communications power that led the way to the current preponderance of distance education globally (Rumble, 2007). Recent technological advancements in educational technology have opened new opportunities for colleges and universities in online learning (Arnold, 2007). Despite these opportunities and unprecedented growth in the delivery of online education, the direct effect on students and faculty is not nearly as staggering (Sprague, Maddux, Ferig, & Albion, 2007). However, recent technological advances in voice and video over the Internet have repositioned online learning as a viable alternative to face-to-face learning through the use of synchronous or real-time interaction between learners and instructors (Sprague et al.).

The current scholarly literature focusing on distance learning may be divided into four basic categories: 1) History and culture of distance learning; 2) the online learning environment; 3) Impact of emerging technologies on curriculum design, and; 4) Increasing sophistication regarding assessments and learning outcomes (Hunt, 2005, p. 4). A literature review revealed research on synchronous, both face-to-face and live online, course delivery, asynchronous course delivery, and the blended model of face-to-face and asynchronous course delivery. Current research fails to identify best practices for delivery of higher education through the blended online synchronous and asynchronous environment.

Statement of the Problem

Vast improvements in technology have provided educational institutions new opportunities by broadening educational delivery systems. Technology now provides learners with synchronous and asynchronous learning environments more closely mimicking the traditional classroom delivery. As educational institutions continue to expand learning opportunities for students into the online environment, there are obvious issues of quality of instruction and curriculum. The general challenge in online education is the failure to embrace the paradigm that online programs are fundamentally different than traditional pedagogy, and must include alternative ways to link learning styles and learning outcomes. Failure to acknowledge the difference and to adjust delivery to meet the delivery medium runs the risk or providing ineffective instruction. The specific problem is that although there is a body of literature addressing online learning there is little research addressing best practices for teaching in a blended online synchronous and asynchronous model (Carr-Chellman, et al., 2001; Freeman and Field, 2004).

The current qualitative case study examined the phenomenon of teaching practices of faculty and student progress in the Florida Virtual School. The study examined the experiences of at least 15 facilitators of blended online synchronous and asynchronous learning within the FVS environment, as well as the use of generalized performance data regarding overall student performance at FVS. Semi-structured interviews in combination with a meta-analysis of student progress based on reporting institutions were the primary locus of data collection.

Purpose of the Study

The purpose of the current qualitative case study was to examine the teaching practices of faculty at the Florida Virtual School, using the combination of a blended online synchronous and asynchronous learning environment in order to identify some best practices. The participating institution, Florida Virtual School, is located in the State of Florida and provides K-12 Education solutions not only to Floridians, but to U.S. And global students. Because the study examined the phenomenon of teaching practices of faculty at the participating institution using the blended online synchronous and asynchronous learning environment, a qualitative case study method was appropriate

Research Questions

The current case study identified and described the teaching practices of a unique educational institution, the Florida Virtual School, engaged in online course delivery utilizing a blended model of online synchronous and asynchronous learning. The research question that directed the current study are:

Q1 -- What best practices do faciltators find effective to apply to online higher education using the blended online synchronous and asynchronous model?

Q2 -- What strategies and technologies do faculty employ to facilitate effective online learning at the participating institution?

Q3 -- Did the participating institution meet state mandate Academic Yearly Progress goals?

These research questions will be explored by using a platform of interview questions combined with data collection from primary reporting agencies regarding school performance statistics.

Nature of the Study

The goal of the current study was to assess what practices, strategies, and technologies faculty employ to facilitate effective online learning at the participating institution. A better understanding of effective online teaching practices in the blended online synchronous and asynchronous learning environment provides faculty and leadership opportunities to improve institutional practices. Research results provide the institution the opportunity to improve the learning environment of the online higher education classroom, improve the overall learning experience for the institution and the learner, support the transition of pedagogy necessary for effective online instruction, and provide guidance for face-to-face faculty as they transition to an online learning environment.

Significance of the Study

A significant body of literature exists which examines face-to-face learning, asynchronous learning, and blended online and face-to-face learning in higher education, yet there remains little consensus as to the long-term efficacy of these types of programs vs. traditional programs (Conners, 2012). One of the research difficulties focuses on the demographics of the student: a student who has the grades and economic support to attend a top-notch business school, (Harvard, Yale, Columbia, etc.), may be poised and connected socially toward a different set of goals that one who is working full-time, raising a family, and taking online courses. Thus, the parity of type of education is relatively dependent on a number of outside variables (Mo, 2012). Student satisfaction is a critical element in the success of the institution, therefore identifying and implementing effective practices becomes a critical component of attracting new students, improving retention and overall organizational success (Sanchez-Leguelinel, 2008). The current study assists leaders and faculty at the examined institution of higher education in the development of online programs that may increase the effectiveness of course delivery and satisfy the student customer.

Key Terms

The following terms were used repeatedly within the research document. Definitions are provided to convey the intended meaning of the researcher.

Asynchronous communication. Asynchronous communication is communication that takes place anytime, anyplace as learners are not required to be online or connected to a teacher at a prescribed time for a specific purpose (Majchrzak & Beath, 2006, p. 72).

Blackboard™. Blackboard ™ is a learning management system which is a digital platform used to communicate and facilitate the distribution and sharing of information (McLoughlin & Lee, 2008).

Blended online learning. Blended online learning as defined in the current study is a mixed mode of learning, which combines asynchronous electronic communication with real-time synchronous class meetings replicating the typical face-to-face classroom experience with voice or voice and video (McGuire and Castle, 2012).

Blog (Weblog). A Blog or Weblog is a website where authors instantly post thoughts and information in diary format about news or other topics of interest (West, et al., 2006).

Centra™. Centra ™ is a communication platform supporting "synchronous audio lectures, multimedia presentations and the sharing of the same desktop between multiple locations" (Tello and Lewis, 2008).

Computer-mediated communication (CMC). Computer-mediated communication focuses on using digital or other technology to share knowledge through networking of data and other information (Hogg, et al., 2008).

Correspondence study. Correspondence study is learning that takes place independently with the exchange of course materials from the institution to the learner and the learner to the institution facilitated by mail (University of South Dakota, 2012).

Course Management System (CMS). Course management systems use integration to blend the Internet, World Wide Web, and other technological protocols into a single system that allows for a better and more seamless integration into an distance or online learning paradigm (Norton & Hathaway, 2008, p. 479).

Cyberspace communication. Cyberspace communication is defined as a "web of flowing synchronous, asynchronous, and hybrid communication" (Barbas, 2006).

Discussion boards. Discussion boards are "asynchronous computer-mediated communication systems that provide anytime/anyplace communication through computer networks" (Xie, et al., 2006, p. 67).

Distance education. Distance education is a term used interchangeably with e-learning and Internet supported learning. It is a mode of delivering instruction over the Internet or computer platform in which students are not physically present in the classroom, but are bound through the course and separated by time and distance (Moore & Kearsley, 2004, p. 2).

Educational technology. Educational technology as used in this study is defined as network-based delivery methods designed to facilitate learning utilizing the Internet or Intranet for communication (Holsapple and Lee, 2006).

E-Learning. E-Learning, or electronic learning, deliveries instructional material over any electronic mode of technology. The term is used interchangeably with distance learning and Web-based instruction (Keegan, 1996).

Social networking. Social networking applied in the dissertation is the grouping of individuals or institutions into specific groups for the purpose of communication using various software and digital technologies (McLoughlin and Lee, 2008).

Streaming. Streaming refers to the manner in which data is compacted, buffered, and reformatted so that it can be transmitted through the Internet in a real-time sequence (Hartsell & Yuen, 2006, p. 33).

Synchronous communication. Synchronous communication is a mode of online communication that requires users to respond live and in real-time. In the current study the synchronous learning platform includes live and real-time communication with audio (Blankson, et al., 2010).

Vlogging (Vodcasting). Vlogging is Blogging utilizing video (Butler, 2008).

Web 1.0. refers to the version of the World Wide Web that supported principles and practices of the generation of software applications previous to Web 2.0 (Butler).

Web 2.0. Web 2.0 refers to the version of the World Wide Web that supports current design patterns, business models, and principles and practices of the current generation of software applications (Butler).