The following research report should be a model for you to follow when writing your research report. The two most important features are the citations and the reference page. An example of a citation is in the first sentence. Notice the format which is the author’s last name and the date of publication (Simonson, 2003). If the author’s name is used in the sentence, then only cite the date as in the third sentence.
The reference page should be in APA format. Here is an example:
Hackman, M. Z. & Walker K. B. (1990). Instructional Communication in the Televised
Classroom: The Effects of System Design and Teacher Immediacy on Student
Learning and Satisfaction, Communication Education, Volume 39, pp 196-206.
Notice a few things about this reference. It has the author’s last name and initials, followed by the date in parenthesis. Next is the title of the article, followed by the name of the journal. Finally, it has the volume number (if available) and the page numbers.
Remember that the references should be in alphabetical order and should be single space (unlike the rest of the research report).
Distance Education
The current popularity of distance education has exceeded most expectations. Over 90% of public universities offer online courses (Simonson, 2003). The two major concerns about future directions of universities are whether distance education is a viable approach to teaching and learning that delivers high-quality content and will enough students accept the distance education model to make it economically feasible. Simonson (2003) reports a study conducted by the Sloan Consortium that found that a majority of chief academic officers believe that learning outcomes in online courses will exceed traditional courses, overall growth rates for online courses is expected to be 20% in private institutions, and 40% in for-profit institutions, and “given and option, students will enroll in online courses.”
Online courses are growing in popularity with students. In a recent study, nearly 70% of students who took online courses were either satisfied or very satisfied with the online learning experience (Beatty & Motera-Guiterrez 2000). More recently, Montgomery & Kandies (2004) found that students like online courses for the flexibility and convenience they offered. Students who live a great distance from the universities and students who have children at home are also good candidates for online courses (Miller 2003; Berger 1999). Other researchers have found that students who hold full time jobs are more likely to sign up for online courses (Phillips 1998).
Previous Research Findings
Previous research indicates that computer-mediated technologies which support online courses (a common form of distance learning) are perceived as effective modes of instruction (Hiltz 1986). However, some research has found that distance learning can produce negative outcomes. Mottet (2000) noted that instructors perceived distance learning negatively because of diminished contact with students and loss of control over the classroom environment caused by technological intrusiveness. Other research has found that the communication styles which may exist in a traditional classroom such as vocal expressions and non verbal behaviors do not exist when a course is presented in an online format (Witt, Wheeless & Allen 2004). Thus, a teacher in a virtual classroom is not able to ascertain a bored or bewildered expression on a student’s face. Some students may learn better in a social mode that requires the presence of other students and this itself presents cause for concern (Gunawardena & Zittle 1997).
The effectiveness of distance learning
Researchers generally agree that distance learning can have positive effects on performance. Hackman & Walker (1990) found that computer mediated technologies help to positively influence learning outcomes. Hiltz (1986) found that the amount of experience and degree of orientation with online classrooms was positively correlated with effective learning outcomes. Althaus (1997) study of students in an online learning situation found that students with greater computer experience were more likely to engage in discussions online and they perceived these discussion groups as beneficial.
Satisfaction levels with online courses however are not always high. Allen et al (2002) compared the level of satisfaction with students in an online course to levels of sattisfaction with students who took the same course in a classroom setting. Their findings indicate that students who took the course online had a 22% lower satisfaction rate than those who took the course in a classroom setting.
Other researchers feel that performance is more important than satisfaction. The critical question is whether online learning produces results equal to or better than traditional learning environments. Benbunan-Fich & Hiltz (1999) looked at computer mediated technologies in a wide range of instructional situations. They found that computer mediated technologies generally produce either moderate positive effects or no significant differences.
The success rates of students enrolled in distance education courses is generally similar to those of students enrolled in traditional courses (Cheng, Lehman, & Armstrong, 1991; Souder, 1993; Hogan, 1997). Typically, the measure of the effectiveness of distance education is based on student outcomes such as grades and test scores. A recent meta-analysis of the effectiveness of distance learning (Allen, et.al., 2004) summarizes the quantitative literature comparing the performance of students in distance education versus traditional classes (N = 71, 731). Results of the analysis showed “no clear decline in educational effectiveness when using distance education technology.” However Allen et al (2004) also noted that distance learning students slightly outperformed traditional students on exams and course grades.
Purpose of the research study
The literature has tended to emphasize student outcomes for individual courses rather than for a total academic program. Since most programs have prerequisite courses as part of their curriculum, we wished to examine the impact of introductory-level course on performance in advanced courses. In particular, we inquired whether there was a difference in student success in advanced courses for those who took the prerequisite course online compared to those who took it in the traditional classroom setting.
Whether a prerequisitecourse prepares students for their major course work is an essential question (Dawson, 2005). Vesper and Vesper (2001) examined registrar records to assess the impact of an introductory physics class to determine whether this course helps the students in their majors. Specifically, they compared the means of cumulative GPA’s in the major for students who took the prerequisite course early, middle, or late in their program of study. The results showed that the relative semester takes the introductory course had a significant effect on the cumulative GPA of the major courses.
References
Allen M. , Bourhis J., Mabry E., Emmers-Sommer T., Titsworth S., Burrell N., Mattrey
M., Crowell T., Bakkar A., Hamilton A., Robertson T., Scholl J., & Wells S.
(2002) Comparing Student Satisfaction of Distance Education to Traditional
Classrooms in Higher Education: A Meta-Analysis. American Journal of Distance Education, Volume 16, pp. 83-97.
Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. (2004).
Evaluating the Effectiveness of Distance Learning: A Comparison Using Meta-
Analysis. Journal of Communication, 54(3), 402-421.
Althaus, S (1997) Computed Mediated Communication in the University Classroom: An
Experiment with On-Line Discussions. Communication Education, Volume 46,
pp 158-174.
Beatty, P. T. & Mortera-Guiterrrez F. (2000) From Research to Practice in Distance
Learning Education Strategies for Fostering Faculty Development and Improving
Instructional Practice. ERIC Document Reproduction Service NO. ED 427536
Benbunan-Fich & Hiltz S. R. (1999) Educational Applications of Computer Mediated
Technologies: Solving Case Studies Through Asynchronous Learning Networks.
Journal of Computer Mediated Communication (On-Line) Volume 4 , Number 3 Retrieved from
Berger, N (1999) Pioneering Experiences in Distance Learning; Lessons Learned.
Journal of Management Education. Volume 24, Number 2, pp. 213-233.
Cheng, H., Lehman, J., & Armstrong, P. (1991). Comparison of performance and
attitude in traditional and computer conferencing classes. American Journal of
Distance Education, 5, 51-64.
Dawson, M. E. (2005). Are They Really Learning What We're Teaching? Journal of
College Science Teaching, 34(5), 32.
Gunawardena C. & Zittle F. (1997) Social Presence as a Predictor of Satisfaction Within
a Computer Mediated Conferencing Environment. American Journal of Distance Education, Volume 1, pp 8-26.
Hackman, M. Z. & Walker K. B. (1990) Instructional Communication in the Televised
Classroom: The Effects of System Design and Teacher Immediacy on Student
Learning and Satisfaction, Communication Education, Volume 39, pp 196-206.
Hiltz, S. R. (l986) The Virtual Classroom: Using Computer Mediated Communication for
University Teaching. Journal of Communication , Volume 36 (Number 2) pp 95-
104.
Hogan, R. (1997). Analysis of Student Success in Distance Learning Courses Compared
to Traditional Courses. ERIC ED412992
Miller, Shayna (2003) Distance Education Increases in Popularity, Prevalence. The
Wisconsin Badger Online (October 30)
Montgomery, C. & Kandies, J. (2004) An Analysis of Students’ Attitudes
Toward Online Courses 7th Annual Conference Proceedings of the Society of
Business, Industry and Economics, Big Cedar, Branson, Missouri April.
Mottet, T. P. (2000) Interactive Television Instructor’s Perceptions of Student’s
Nonverbal Responsiveness and Their Influence on Distance Education.
Communication Education, Volume 49, pp 146-164.
Phillips V. (1998) Online Universities Teach Knowledge Beyond the Books. Human
Resources Magazine, Volume 43 (July) pp. 120-128.
Simonson, M (ed.) (2003). Quarterly Review of Distance Education, 4(4), 370.
Souder, W. (1993). The effectiveness of traditional vs. satellite delivery in three
management of technology master’s degree programs. The American Journal of Distance Education, 7(1) 37-53.
Vesper, D. & Vesper, N. (2001). An Outcomes Based Assessment Tool of Prerequisite
Classes: An Example from Physics. Educational Research Quarterly, 24(4),33.
Witt, P. Wheeless B. and Allen M. (2004) A Meta-Analysis of the Relationship between
Teacher Immediacy and Learning. Communication Monographs.
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