EDU7002+Research+Questions+Draft


 * **EDU7002-8** ||  ||
 * **Educational Research Methodology** || **7 Draft Research Questions** ||
 * Nice job Steve. The activity was more about the rationale for quantitative and qualitative questions in your study. The speculation was intended to force a conversation about what you could do. In your signature assignment pick a quantitative or qualitative route. As you continue in your journey continue to think about and refine your questions. **
 * Nice job Steve. The activity was more about the rationale for quantitative and qualitative questions in your study. The speculation was intended to force a conversation about what you could do. In your signature assignment pick a quantitative or qualitative route. As you continue in your journey continue to think about and refine your questions. **

=Research Questions= The research questions identified for this study are included to evaluate the relationships between the independent variables - the introduction and use of technological tools 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. **Q1.** How does the satisfaction of adult learners vary, if at all, between traditional classroom delivery and online LVC delivery of technical professional development courses? This question will be answered using a mixed methods approach. The quantitative approach will use historical data and information from post-course surveys to determine student satisfaction with traditionally delivered and online delivered technical courses as specified in hypotheses H1 0  and H1 a  below. The questions analyzed quantitatively from the post-course surveys are in Table 1 and will be 6a, 6b, and 6d. In addition, two open-ended questions (6e and 6f) from historical data will be analyzed qualitatively to determine what additional factors impact a learner’s satisfaction or dissatisfaction with a course, and elements that would improve satisfaction. **Q2.** How does the satisfaction of adult learners vary, if at all, in an online LVC environment if the visual (webcam) element is emphasized? This question will be answered quantitatively with an online web-based survey as specified in hypotheses H2 0  and H2 a  below, using Cronbach’s alpha to verify the reliability of the instrument’s measurement of learner satisfaction, an independent //t// test, and an analysis of covariance (ANCOVA) to determine significant differences, if any, between the experimental groups and the control groups. **Q3.** How does the engagement or participation of adult learners vary, if at all, in an online LVC environment if the visual (webcam) element is emphasized? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This question will be answered quantitatively with an online web-based survey as specified in hypotheses H3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; vertical-align: sub;">0 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> and H3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; vertical-align: sub;">a <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> below, using Cronbach’s alpha to verify the reliability of the instrument’s measurement of learner satisfaction, an independent t test, and an analysis of covariance (ANCOVA) to determine significant differences, if any, between the experimental groups and the control groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Q4.** How does the perceived learning of adult learners vary, if at all, in an online LVC environment if the visual (webcam) element is emphasized? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This question will be answered quantitatively with an online web-based survey as specified in hypotheses H4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; vertical-align: sub;">0 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> and H4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; vertical-align: sub;">a <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> below, using Cronbach’s alpha to verify the reliability of the instrument’s measurement of learner satisfaction, an independent //t// test, and an analysis of covariance (ANCOVA) to determine significant differences, if any, between the experimental groups and the control groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Q5.** What strategies do adult learners use in an online LVC environment if the visual (webcam) element is emphasized? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This question will be answered using a qualitative approach to determine the strategies experimental students have to the additional input of the visual (webcam) element in their online learning. A question will be designed to determine if the additional input was considered helpful to the learner, but also to determine if the student utilized this additional input during the entire course, or often during specific modules, or minimally throughout the course, or not at all, and how that strategy compares with the overall findings of significance or not.

<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%;">Hypotheses will be tested for research question one by using historical data. By using non-experimental, web-based surveys hypotheses will be tested for research questions two through four. Each question addresses a null hypothesis with no expectation of significant relationship and an alternate hypothesis that proposes that a significant relationship does exist between the variables.
 * H1 0 .** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learner satisfaction, as measured by historical data collected from an existing post course survey and identified by three specific questions presented in Table 1 (6a, 6b, & 6d), is no different in a traditional in-classroom environment than in an online LVC environment for delivery of adult technical professional development courses.
 * H1 a .** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learner satisfaction, as measured by historical data collected from an existing post course survey and identified by three specific questions presented in Table 1 (6a, 6b, & 6d) (Table 1), is higher in a traditional in-classroom environment than in an online LVC environment for delivery of adult technical professional development courses.
 * H2** 0 **.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Learner satisfaction, as measured by the Learner satisfaction subsection of the Learner Satisfaction and Transfer-of-learning Questionnaire (Gunawardena, Linder-VanBerschot, LaPointe, & Rao, 2010), is the same when the visual (webcam) element is emphasized in online LVC instruction of adult technical professional development courses.
 * H2** a **.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learner satisfaction, as measured by the Learner satisfaction subsection of the Learner Satisfaction and Transfer-of-learning Questionnaire (Gunawardena et al., 2010), is higher when the visual (webcam) element is emphasized in online LVC instruction of adult technical professional development courses.
 * H3** 0 **.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learner participation, as measured by the Learner-learner interaction and Learner-instructor interaction subsections of the Learner Satisfaction and Transfer-of-learning Questionnaire (Gunawardena et al., 2010), is the same when the visual (webcam) element is emphasized in online LVC instruction of adult technical professional development courses.
 * H3** a **.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learner participation, as measured by the Learner-learner interaction and Learner-instructor interaction subsections of the Learner Satisfaction and Transfer-of-learning Questionnaire (Gunawardena et al., 2010), is higher when the visual (webcam) element is emphasized in online LVC instruction of adult technical professional development courses.
 * H4** 0 **.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learner perceived learning, as measured by the Ability to transfer subsection of the Learner Satisfaction and Transfer-of-learning Questionnaire (Gunawardena et al., 2010), is the same when the visual (webcam) element is emphasized in online LVC instruction of adult technical professional development courses.
 * H4** a **.** Le<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">arner perceived learning, as measured by the Ability to transfer subsection of the Learner Satisfaction and Transfer-of-learning Questionnaire (Gunawardena et al., 2010), is higher when the visual (webcam) element is emphasized in online LVC instruction of adult technical professional development courses.

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;"> [DR1] See chart after references for using the subscript – correct all


 * = References ||
 * * Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors of learner satisfaction and transfer of learning in a corporate online education program. //The American Journal of Distance Education, 24(1)//, 207-226. doi:10.1080/08923647.2010.522919

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;"> [DR1] NCU requires single spaced references – the activity requires 3-5 references ||