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A threat to construct would mean that there was a failure in the way that constructs -- or thoughts -- were formed. In the case of e-learning, if we were to show that e-learners are more open to not just non-traditional learning, but they are more open to non-traditional ideas, in general, a threat to construct validity would probably say that e-learners are not more open than any other learners and even if they are open to other types of learning, they are not more open to non-traditional ideas in general. A threat to construct validity would keep the two totally separated.
Validity issues could impact the research in a few different ways. First of all, there is much discussion about the efficacy of e-learning and external validity could generalize to a point that...
As well, the controversy involving construct validity would be brought up to question. E-learning is such a relatively new topic and thinking that it is efficient as traditional learning may be too far ahead of its game right now.
Therefore, external and construct validity could pose problems when it comes to researching e-learning and traditional learning. There is not room for generalizations right now in the research.
References:
Levy, Yair. (2005). Assessing the value of e-learning systems. Information Science
Publishing; illustrated edition.
Watkins, Ryan., Leigh, Doug. & Triner, Don. (2004). Assessing readiness for e-learning.
Performance improvement quarterly,17(4), 66-79.
The study showed that most students didn't consider e-learning as a benefit on campus; males who had previous experience with computers and students with positive attitudes about new technology were less positive to e-learning on campus that other students, overall. 3. Locate a mixed methods study that uses a theoretical lens, such as a feminist, ethical/racial, or class perspective. Identify specifically how the lens shapes the steps taken in the
G., you like Mountain Dew just a tiny bit more), for another person who listed those soft drinks in the same order, the preference could be great (they would rather drink water than Pepsi if there weren't any Mountain Dew). That being said, ordinal scales only let you interpret gross order -- not the relative positional distances (CSSE 2010). In an interval type of scale, you would maybe be asked to
Qualitative Study. The existence, if any, performance difference between students in online and traditional learning environments has yet to be conclusively determined; though several studies have found no significant difference in performance, the existence of different motivational factors and learning styles as well as the increased engagement of students in online environments seems to suggest that a performance enhancement is available in online educational settings (Daymont & Blau 2008; Liu 2007;
Putting someone in a classroom is only half of the feat; getting the person to want to learn and be open to knowledge and learning is another thing. An advocacy or participatory worldview holds that "our world is co-created both by the given cosmos and by how we comprehend it and make choices within it" (Heron 2001). This type of worldview in regards to learning -- e-learning or traditional learning
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
However, as noted before, because of the increased level of motivation with the online students (due to a myriad of factors), the suggestion that online learners may perform better than traditional learners may have some validity to it. Learning theorist Laurillard (1997; Glenn, Jones, & Hoyt 2003) suggested that student-teacher interaction is a chief aspect of academic learning. Laurillard (1997; 2003) posited that "large class size, independent study and some