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Ethnography and in-depth interviews are the methods that will be applied for the educators group, while ethnography, in-depth interviews, and experimental methods will be used for the students group. Meta-analysis would simply include an analysis of all quantitative studies conducted proposing new measures and tools that will help evaluate the effective of online and/or traditional learning approaches.
For the ethnography and in-depth interviews, thematic analysis will be used to dimensionalize the variables and concepts used in the study, specifically those relevant to describing the nature and dynamic of online and traditional learning. Multivariate analysis, meanwhile, will be applied in determining the effectiveness of the learning approaches in providing quality education among students.
Bibliography
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Bibliography
Hughes, J. (2007). "Academic achievement and perceptions of the learning environment in virtual and traditional secondary mathematics classrooms." The American Journal of Distance Education, Vol. 21, No. 4.
Keller, C. And J. Lindh. (2009). "The impact of national culture on e-learning implementation: a comparative study of Argentinean and a Swedish university." Educational Media International, Vol. 46, No.1.
Rossett, a. And J. Marshall. (2010). "e-Learning: What's old is new again." T+D.
Todd, S. And K. Schwartz. (2009). "Thinking through quality in field education: integrating alternative and traditional learning opportunities." Social Work Education, Vol. 28, No. 4.
This engagement is reported to be highly valuable to most students as they connect with one another on relevant classroom topics as applied to life contexts. E-learning in the graduate teaching setting has changed the paradigm of student teaching as well. During group discussion instructors have found student to become personally quite open during these dialogues and, more often than not, exceed word count requirements as well as the
Similar to the suggestions offered by Gahala (2001), Brody (1995) identified several traits to be considered when developing a comprehensive professional development program. Among those traits include the reputation of the trainer, the rewards available to the participants, both tangible and intangible, and the support of the administration. Traditional staff development models have required everyone to participate at the same time and in the same location creating problems such