Quantitative Study Extraction and 10 Strategic Points

Running Head: STRATEGIC POINTS QUANTITATIVE STUDY EXTRACTION 1

10 STRATEGIC POINTS QUANTITATIVE STUDY EXTRACTION 8

10 Strategic Points Quantitative Study Extraction

Article Citation

Point

Description

Location

(Page #)

Broad Topic Area

The relationship that exists between the personality traits of a learner and the transactional distance (TD) within an electronic learning environment.

Not found-Deduced from the introduction

Lit Review

The author elaborates the focus of the study and its background and examines the theoretical foundation effectively describing historical literature, theories related to the topic and the research outcomes of topics significantly related to the research in question.

Some of the significant revelations found in this chapter are that learning entails relevant activities which improve learning in an environment of a class. Further the chapter finds evidence that psychological constructs like self-efficacy, learner attitude, and motivation influence a variety of learning engagement aspects required for effective learning. The psychological constructs are assessed as being related to personally traits of the learner.

Page 44 to 110

Problem Statement

It is not yet clear how and to what extent personality traits relate to the transactional distance (TD) perceived from a learner within the context of an electronic learning environment that is asynchronous in nature.

Page 10 to 13

Research Questions

Research question 1: Is there any substantial relationship between transactional distance and the five factor model in the context of asynchronous electronic learning environment?

Quoted RQ1

Is there a significant correlation between Five-Factor Model personality traits and transactional distance within the synchronous video-based e-learning environment?

Research question 2: which are the personality traits that forecast transactional distance (TD) as investigated using regression analysis in the context of asynchronous electronic learning environment based on video?

Quoted RQ2:

Which personality traits predict transactional distance as explored with regression analysis within the asynchronous video-based e-learning environment?

112 to 114

Sample

The online learning course chosen for this research was developed primarily by researcher. The course was designed for couples in relationships. The course entailed premarital education in a class of more than 10,000 participants in the metropolitan area of Phoenix.

These participants were sourced through internet advertising. The people who responded through direct email and were above 18 years were incorporated. The purpose of the course and advert was to teach communication skills to couples in a relationship under a convenience sample.

Page 123 to 126

Describe Phenomena (qualitative) or Define Variables/Hypotheses (quantitative)

The consistent variables throughout the research are the variables of: personality trait, learner’s outcome, interaction, performance and attitudes.

The variables help to understand the relationship between TD and personality traits in the context of electronic learning environment characterized by asynchronous attributes. They also help in identifying the personality traits that forecast TD in the same context.

Page 11,17, 18 and 19

Methodology & Design

The research design was influenced by; research questions, the hypothesis derived from hypothesis and measured variables.

Personality traits were used to establish parameters for making consideration for research design. The considerations in this case entailed making it impossible to alter variables and capacity to measure variables within an environment that is non-experimental. These are the conditions that influenced the choice of research design and methodology for suitability of the study.

Page 91 and 92

Purpose Statement

The objective is to find out whether the five factor model (FFM) personality traits are related in any way with TD of learners in the context of asynchronous and video electronic based learning environment and where such a relationship exist find out the strength.

Page 111

Data Collection Approach

Upon completion of the course segment participants were asked to complete a survey.

Page 130 to 135

Data Analysis Approach

The analysis involved examining the relationship existing between variables of personality trait and variables of learner’s outcome. Further the analysis investigated the length to which FFM Personality traits help explain TD variance.

Page 135 to 140

A-300 words

Classical knowledge entails a set of three conditions as follows:

I. X has to be true

II. Y believes that indeed X is the truth and

III. Y is properly justified in actually believing that X is indeed the case (If Philosophy, 2017)

The proposition X stands only when the three conditions are fulfilled.

The understanding that X is accurate ought to be understood without relativity. The truth concept in this case is absolute. The X proposition can only be truth or false. It cannot be true and false in one instance. In case something is not known to be true then there is no way of ascertaining whether it is truth. If our belief leads us to believe that a certain thing is not the case then we know nothing contrary to this. This is because having knowledge of something is pegged on first believing in it. Further if there are no substantive reasons of believing that X is indeed what it is then we have no knowledge of it as well. There is no luck aspect in making a decision on whether we do have knowledge of something or not.

According to Guthrie (1986) classical knowledge is the true belief that is justified or a true opinion collaborated with reason. Classical knowledge entails handling propositional knowledge. This type of knowledge can be compared to knowing facts. This type of knowledge is different from what is known as practical knowledge. You may have knowledge that the earth is spherical is shape to start with and in the same breath you may have knowledge of driving a car in the second instance. These two scenarios present the ideal difference between what is propositional knowledge and what is not.

With psychological research the difficulty with classical formulation of knowledge would be the aspect of believing. Classical knowledge evokes classical conditioning. With classical conditioning it is difficult to accept research findings that are not aligned to what one believes to be true (Woodruff-Pak, 1997). This may give rise to a likelihood of altering or manipulating the outcome. Classical knowledge is static and is contingent upon belief. This is not good for any research where the outcome is not definite.

B-300words

Some people argue that hypnosis is simply a trick but others view it as some paranormal mysterious transition of a person’s mind into a robotic being. Hypnosis research involves induction which might entail being fixated on a certain object, being in a state of active imagination or just relaxing (Fromm & Nash, 1992). What follows here is suggestions which somewhat control behavior. The induction process induces some mental state where participants are focused in instructions given without any influences besides what the experimenter is giving. Scientists are interested in the study of hypnosis because participants in such controlled behavior often report responding to external commands that are beyond their control.