Research+Proposal


 * ** EDU7702-8 ** ||  ||
 * ** Research Design ** || ** 8 Research Proposal ** ||
 * Stephen **
 * You continue to show growth and improvement in your writing and in your rationale/explanation for the various elements of your design. You appropriately defended your choice here. I still think you need to work on clarifying and focusing your problem statement – you will have to defend why this IS a problem worth studying – it cannot be assumed. I also suggest you address the confounding factor of the faculty member in this study. What is the potential impact of the instructors’ qualifications, years of experience, etc., in teaching these students? Can you assure comparable talent in this area between the groups? At any rate, you are progressing well (and fast :-)) and I hope you will continue to read, research and keep up with the latest trends in this area so you will be sure to have the best proposal possible. **
 * It was a pleasure working with you in the course and I wish you every success. **
 * It was a pleasure working with you in the course and I wish you every success. **

=Research Proposal= In the past decade technological advances in information and communication technology (ICT) have caused drastic changes in the way many people communicate, socialize, work, and receive training or education. A decade ago institutions of higher education, and professional development were beginning to explore the new terrain of what has become e-learning, but few were successful in delivering quality education using this relatively new media ( Broadbent, 2002 ). Now, there are many colleges, universities, and professional development firms that have embraced e-learning as an appendage* of their instructional portfolio. The benefits to learners are abundant with e-learning. Specific benefits include; improving learning efficiency ( Cabrera-Lozoya, Cerdan, Cano, Garcia-Sanchez, & Lujan, 2012; Chen & Lien, 2011; Huang, Lin, & Huang, 2012 ), affecting the way learners behave ( Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2011; Haythornthwaite, Bruce, Andrews, Kazmer, Montague, & Preston, 2007 ), enhancing communication ( Abrami, Bernard, Bures, Borokhovski, & Tamim, 2010; Alshare, Freeze, Lane, & Wen, 2011 ), convenience ( Anderson, 2008; Desai, Hart, & Richards, 2008 ), saving of time ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Lam & Bordia, 2008; Pastore, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and improved learning ability ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Donavant, 2009; Ismail, Gunasegaran, & Idrus, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). More learners are attending online classes due to these benefits despite factors that lower learner satisfaction* with the delivery of such courses ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">McGlone, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The dilemma of e-learning is not all students take advantage of these benefits;* the incidence of dropout or failure* in online courses is much larger than for traditional classes ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Al-Fahad, 2010; Pigliapoco & Bogliolo, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The high rate of dissatisfaction* with online courses has led to studies focusing on the causes of satisfaction and dissatisfaction with online learning ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Gunawardena, Linder-VanBerschot, LaPointe, & Rao, 2010; Martinez-Caro, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Despite dissatisfaction with online learning, studies show that students in online courses learn better, as indicated by grades or acknowledging perceived learning, as they participate more ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Huang et al., 2012; Martinez-Caro, 2009; Watkins, 2005; Zemke & Zemke, 1995 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and as their personal satisfaction with the course increases ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Chen & Lien, 2011; Kozub, 2010; Martinez-Caro, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Student satisfaction with online courses decreases as learner-to-learner interaction, teacher-to-learner interaction ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Martinez-Caro, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and the amount of reflection allowed within the course decreases ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">McGlone, 2011; Watkins, 2005 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In this context of student satisfaction and dissatisfaction with online learning the succeeding study is proposed.*

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Statement of the Problem
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The largest factor of dissatisfaction in adult online learning is the lack of face-to-face interaction by the learner with the facilitator or other learners ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Alshare et al., 2011; Boling, Hough, Krinsky, Saleem, & Stevens, 2011; Donavant, 2009; Pigliapoco & Bogliolo, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Dissatisfaction culminates in higher dropout rates ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Al-Fahad. 2010; Pigliapoco & Bogliolo, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), decreased motivation to learn ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Omar, Kalulu, & Belmasrour, 2011; Park & Choi, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), less participation, and consequently, less learning ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Jackson, Jones, & Rodriguez, 2010; Martinez‐Caro, 2009; Shea, Fredericksen, & Pickett, 2006; Zemke & Zemke, 1995 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). A relationship has been demonstrated between online participation and learning performance ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Huang et al., 2012; Martinez‐Caro, 2009; Pelz, 2010; Ruey, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), as well as between learning performance and student satisfaction in online courses ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ali & Ahmad, 2011; Chen & Lien, 2011; Ferguson & DeFelice, 2010; Kozub, 2010; Martinez‐Caro, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). However, there is little empirical research regarding adult professional development or appropriate techniques for teaching and engaging non-traditional learners ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Donavant, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), or on appropriate modes of interaction in learning management systems ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">So & Bonk, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The specific problem is to investigate whether having a visual element (webcam) in an online adult professional development learning environment can overcome or moderate the lack of face-to-face interaction and foster increased learner participation, satisfaction, and perceived learning.* Knowledge gained will enlarge the currently small knowledge base regarding online professional development training ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Chen & Lien, 2011; Donavant, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), will contribute a better understanding of facilitating engaging online instruction ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Bradley, 2009; Huang et al., 2012; Watkins, 2005 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and assist in identifying the proper level and types of media for use in the online classroom ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Fletcher, Tobias, & Wisher, 2007; Martinez‐Caro, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Purpose of the Study
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The purpose of this quasi-experimental nonequivalent groups study is to investigate whether the addition of a visual element (webcam) can foster increased learner participation, increased learner satisfaction, and increased perceived learning in an online adult professional development learning environment. At least ten instructors will teach two separate live virtual classes (LVC) for a US-based Technology Company. One class each will be a control class and one will utilize the webcam to promote additional interaction for the student-instructor relationships, and attempt to mitigate the lack of face-to-face interaction noted as the primary source of dissatisfaction for online students. The students of these LVC, who can sign in from any location worldwide, will be surveyed after each class to ascertain their satisfaction, engagement, and perceived learning with the class as measured by sections of the Learner Satisfaction and Transfer-of-learning Questionnaire (LSTQ) developed by Gunawardena et al. (2010). A one-way analysis of variance (ANOVA) and t tests will be conducted to determine whether the use of the visual element increases learner participation, satisfaction, or perceived learning in the experimental classes versus the control classes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research Questions
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The research questions identified for this study are included to evaluate the relationships between the independent variable - the introduction and use of a visual input (webcam) in an adult online professional development learning environment, and the dependent variables of learner satisfaction, learner engagement, and perceived learning. Associated with the problem and purpose statements the following research questions will be addressed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Q1.** How does satisfaction of adult learners, as measured by the Learner satisfaction subsection of the LSTQ ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Gunawardena et al., 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), vary, if at all, in an online LVC environment when the learners continuously see the instructor through visual technology (webcam)? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Q2.** How does engagement or participation of adult learners, as measured by the Learner-learner interaction and Learner-instructor interaction subsections of the LSTQ ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Gunawardena et al., 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), vary, if at all, in an online LVC environment when the learners continuously see the instructor through visual technology (webcam)? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Q3.** How does perceived learning of adult learners, as measured by the Ability to transfer subsection of the LSTQ (Gunawardena et al., 2010), vary, if at all, in an online LVC environment when the learners continuously see the instructor through visual technology (webcam)?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hypotheses
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**H1** <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">0 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**.** Measures of learner satisfaction are statistically equivalent when the visual (webcam) element is used continuously as opposed to when it is not in online LVC instruction of adult technical professional development courses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**H1** <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">a <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**.** Measures of learner satisfaction are statistically different when the visual (webcam) element is used continuously as opposed to when it is not in online LVC instruction of adult technical professional development courses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**H2** <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">0 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**.** Measures of learner participation are statistically equivalent when the visual (webcam) element is used continuously as opposed to when it is not in online LVC instruction of adult technical professional development courses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**H2** <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">a <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**.** Measures of learner participation are statistically different when the visual (webcam) element is used continuously as opposed to when it is not in online LVC instruction of adult technical professional development courses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**H3** <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">0 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**.** Measures of learner perceived learning are statistically equivalent when the visual (webcam) element is used continuously as opposed to when it is not in online LVC instruction of adult technical professional development courses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**H3** <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%;">a <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**.** Measures of learner perceived learning are statistically different when the visual (webcam) element is used continuously as opposed to when it is not in online LVC instruction of adult technical professional development courses. =<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research Method =

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research Design
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This study will use a quantitative, nonequivalent control group, quasi-experimental design. Classes at my organization* are scheduled at the discretion of management and based upon various factors, such as popularity and instructor availability. Classes can be conducted or cancelled and students rescheduled depending on the number of enrollments in each class. Whether a student purchases a technological course that is conducted in a traditional face-to-face environment or in a LVC may not be completely at the discretion of the learner, providing institution, or presenting instructor. Without randomization there can be no true experimental design; without an experiment it is more difficult to determine cause-and-effect. I chose a quasi-experimental design because it is not possible to randomly place learners into separate control and test groups since learners purchase the appropriate class for their professional development needs and such other motivators personal to each student. Even without randomization, a sufficient sample size and control group allows for statistical manipulation to roughly approximate randomization ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Edgington, 1966; Wright, 2006 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Data Collection and Analysis
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Data will be collected from the classes of ten (minimum) instructors who teach various technologies. Each instructor will teach two instances of two different online classes of five consecutive days or less duration. These classes will be paired, such that one instance of the class will be taught according to that instructor’s normal delivery (the control) and one instance will be taught in the normal style with the addition of a webcam transmitting the instructor’s image to the class during interactive periods of the class (the experiment). Whether the control class or experimental class will be taught first will be randomized. Each student will be encouraged at the end of the class to fill out the Learner Satisfaction and Transfer-of-learning Questionnaire (LSTQ) developed and validated by Gunawardena et al. (2010), in addition to the regular course evaluation. Incomplete or surveys that have the same value for all sixteen questions will be discarded. Using an //a priori// power analysis the total number of respondents needs to exceed 620 to have sufficient power to obtain a significant result (δ = 0.2, α = 0.05, β = 0.20, and approximately even sample sizes between groups). The data will then be separated into pertinent constructs for this study; satisfaction, engagement, and perceived learning. ANOVA and //t// tests using the IBM SPSS statistics software will be conducted to determine if differences exist between the means of control and experimental groups in the appropriate measures.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Operational Definition of Variables
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The independent variable for this study is whether the visual element (webcam) of the instructor is continuously transmitting to adult learners in a LVC as in the experimental classes, or not as in the control classes. All instructors engaged in the research are to conduct and facilitate their classes as they normally would with the sole exception of the independent variable. Measures of three dependent variables will be collected; these dependent variables are learner satisfaction, learner participation, and perceived learning. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Independent variable - visual element.** The webcam in this research allows the transmitting of limited facial expressions and body language of the instructor to the student. It is a nominal variable as minimal or no visual transmissions will occur in the control classes. In the experimental classes there will be continuous visual transmissions during lecture or participation cycles between instructor and students. The visual element variable has two attributes; full use of webcam (1) and minimal use of webcam (0). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Dependent variable - learner satisfaction.** Learner satisfaction has been chosen as a dependent variable. Studies indicate that as student satisfaction increases so does participation ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Gunarwardena et al., 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and learning outcomes ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Gunawardena et al., 2010; Kozub, 2010; Martinez-Caro, 2009; McGlone, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Learner satisfaction is a construct that will be derived from the Learner satisfaction subscale of the LSTQ; consisting of five 5-point Likert scale questions. The learner satisfaction construct is an ordinal variable varying from strongly agree = 5 to strongly disagree = 1. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Dependent variable - learner engagement.** Learner engagement has been chosen as a dependent variable. Studies indicate that as students are interactive with the instructor, other students, and the content they learn more effectively ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abrami et al., 2010; Bradley, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Learner engagement is a construct that will be derived from both the learner-learner interaction and learner-instructor interaction subscales of the LSTQ and consists of six 5-point Likert scale questions. The learner engagement construct is an ordinal variable varying from strongly agree = 5 to strongly disagree = 1. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Dependent variable - learner perceived learning.** The objective of adult professional development is to enhance the knowledge and skills of adult workers so that they are more productive and effective in their working environment. Generally, students in adult professional development courses do not participate in evaluated activities or receive grades. Multiple studies have identified that a student’s self-perception of learning is as valuable an indicator of learning as any external measure ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Gunawardena et al., 2010; Kenner & Weinerman, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Perceived learning is a construct that will be derived from the ability to transfer subscale of the LSTQ and consists of five 5-point Likert scale questions. The perceived learning construct is an ordinal variable varying from strongly agree = 5 to strongly disagree = 1.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Measurement
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Collection of data for this research will be done at the culmination of each of the LVC through an online survey. The 16 questions from the LSTQ will be presented in no particular order with a 5-point Likert scale to each student. The LSTQ has been previously validated from similar research regarding student satisfaction and transfer of learning. The learner satisfaction subscale of the LSTQ has a Cronbach alpha of .83 making it extremely reliable. The reliability of the learner-learner interaction subscale of the LSTQ has a Cronbach alpha of .69 for good reliability and the learner-instructor interaction subscale of the LSTQ has fair reliability with a Cronbach alpha of .52. The ability to transfer subscale of the LSTQ has fair to good reliability with a Cronbach alpha of .62. =<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Analysis of Proposed Research Methodology = <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A nonequivalent control group with post-test only quasi-experimental design has been chosen for this study due to several factors* of the environment. Because of these environmental conditions this design provides a strong basis from which to conduct the research and mitigates some of the weaknesses normally inherent in this design. The strengths, advantages, and necessity of this design for this study will be discussed in terms of four pairs of possibilities in design, (a) quasi-experimental versus experimental, (b) random assignment versus nonrandom assignment, (c) post-test only versus pretest-posttest, and (d) between-subjects versus within-subjects.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Quasi-experiment versus Experiment
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Experiments have two specific characteristics that enhance internal validity. Strong internal validity allows the researcher to pronounce that the dependent variables of an experiment are caused by the independent variables ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Greenhoot, 2003 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The two characteristics of an experiment are direct manipulation of one or more independent variables and the control and experimental groups are probabilistically equivalent and can therefore be compared. A quasi-experiment consists of the first characteristic but lacks the second. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In the proposed study, the independent variable is manipulated in different ways to see if there is a difference between the response of students in the control group and the experimental group. The control group will experience an online technology class with minimal use* of a visual element, while the experimental group will experience the same class with continuous use of a visual element. Following the class, a survey will be presented to both groups to determine their satisfaction, level of engagement, and perceived learning in the online class environment. Statistical analysis will be performed to compare the three constructs between the control and experiment and either support or reject the null hypotheses. The proposed study is not an experiment in the truest sense because subjects already exist in groups and will not be randomized. The consequences of nonrandomization will be discussed in the next section.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Random versus Non-random Assignment
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Random assignment of subjects to control and experimental groups increases internal validity because of the principle of probabilistic equivalence. Though no two groups of different people could ever be exactly the same, random assignment allows the researcher to be able to calculate the probability that the two groups are different by chance alone ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Trochim & Donnelly, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Without random assignment a greater possibility exists that two groups are not equivalent. Without groups being equivalent it becomes more difficult to compare them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In the proposed study there is only one online class for each course during any given period of time. A student will be assigned to that class based on the timeframe that they are available to attend. Each class is likely to have students that are different in many characteristics from students in a preceding or succeeding class of the same course. In the proposed design each instructor will teach the same course twice with one class being randomly chosen as the control and one as the experiment. Combining the results of multiple instructors, courses, and technologies of the control and experimental groups mitigates selection bias through random assignment of the test condition to multiple intact groups ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">de Anda, 2007; Yu & Ohlund, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Since random assignment of subjects to groups is not possible for the reasons previously discussed, a true experimental design is not possible. The usual assumption regarding quasi-experimental existing groups is that they are members of a “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">group because of something they chose or did <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Jackson, 2012, p. 348 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In the proposed study, what constitutes membership in one group versus another is a matter of time availability. Each prospective subject comes from the same adult population with a desire to learn a technology or set of technological skills. Each student is different in many characteristics from every other student. There is little reason, however, to expect that any group of these students is different in the characteristics of import to this study than any other group of these students simply because of their availability for training, and a case will be made that although the researcher is unable to randomly assign subjects to groups, the process of enrollment effectively performs a similar function.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Post-test Only versus Pretest-Posttest
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a post-test only design, the difference in mean scores between the control and experimental group are assumed to be because of the effect of the independent variable. This assumption can be problematic for a nonequivalent control group design because there is no way to determine whether the groups are statistically equivalent in relevant characteristics. By adding a pretest to the design it is possible to compare between the groups and also within the groups for differences. A pretest also makes it possible to statistically adjust measures to obviate initial differences. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In the proposed study a pretest has no meaning. The instrument used to measure student satisfaction, engagement, and perceived learning cannot be utilized in the context of no learning. An assumption can be made that prior to a class a student will neither be satisfied or dissatisfied, that he or she is not yet engaged, and has yet to perceive any learning from the class. In the real-world context of the proposed study the post-test design is the better choice.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Between-subjects versus Within-subjects
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The proposed study utilizes a between-subjects, or independent groups, design. Differences in the means of measurements of study constructs can be ascribed to manipulation of the independent variable. There are two designs that can improve on the statistical power of the between-subjects design; matched-subjects and within-subjects. Neither of these options is viable in the proposed study. A matched-subjects design measures subjects regarding characteristics believed to impact the variables in the study, and then subjects are placed in control and experimental groups as matched pairs. In the within-subjects design there is only one group and participants are measured with regards to both the control and experimental conditions at different times. The matched-subjects design is not feasible regarding the proposed study for the same reasons that randomization is not feasible; the researcher has no control over which students appear in which groups. The within-subjects design is not feasible regarding the proposed study for the same reason that a pretest will not be administered; the carryover effect of one survey may impact subsequent surveys, while also creating a demand characteristic in which astute students may guess at the purpose of the study and their behavior change. =<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Conclusion = <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This research study proposes a quasi-experimental, nonequivalent groups study to investigate whether the addition of a visual element (webcam) fosters increased learner participation, satisfaction, and perceived learning in an online adult professional development learning environment. Each participating instructor will teach two LVC. One class will be taught in the normal way as a control; one will be taught using a continuous webcam feed to students as the experiment. An online survey with questions from four subscales of the Learner Satisfaction and Transfer-of learning Questionnaire will be administered to students at the end of each class; the quantitative data garnered and evaluated, and finally compared using factored analysis of variance.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM1] Word choice - This makes it sound like it is just a small add-on; there are many fully online institutions and others who view online as more than an ‘appendage’. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM2] Not sure this is needed unless these factors are a large deterrent <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM3] Is it that they don’t take advantage of the benefits – or is it that they don’t experience the benefits? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM4] This seems to assume that the dropout or failure rate is related to student satisfaction – do you have evidence linking these two ideas together? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM5] What is the number/percent compared to traditional courses? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM6] Awkward. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM7] Remember that the problem is not what you intend to study – the problem is more like a lack of understanding in this area may result in lower levels of participation/satisfaction/learning in adult learners who are an important part of the workforce etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM8] Don’t personalize, describe the institution you are studying this at. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM9] It is appropriate to name them (again). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[AM10] Is there a potential difference between ‘no’ and ‘minimal’ use?


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