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Research Proposal - The Effectiveness of Online versus Traditional In Class Learning
Marketing Research (MKTG202)
Macquarie University
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The Effectiveness of Online versus Traditional In Class Learning: How Changes in Student’s Behaviour Influences Academic Performance
TABLE OF CONTENTS
- 1. Abstract.
- 2. Introduction
- 3. Research Questions & Hypotheses.
- 4. Sampling.
- 5. Costs & Timing
- 6. References.
- 7. Appendices: Questionnaire.
INTRODUCTION
Online learning has been introduced in the education system for quite some time now, for over 170 years (Kentnor, 2015). A major advantage of it is that it provides more flexibility for students, as opposed to the traditional way of learning. According to O’Connell (2002) findings, between the years 2004 to 2009, there was a rise of about 12-14 percent in enrolment for online learning, annually. However, this method of tuition has always been questioned; whether, despite its flexibility, it is as effective as the traditional method of delivering a proper education, and which mode of learning demonstrates an improvement in academic performance delivered by students (Kemp & Grieve, 2014).
In recent times, this method of study has shifted quite quickly to predominantly online learning. According to UNESCO, closing schooling and moving tuition to online caused disruptions to roughly 70% of the total global student population. Although the transition from brick and mortar delivery of education to studying remotely interrupted students' ability to learn initially, it has positively influenced students' behaviour towards their education, making online learning the favourable method of study (Kemp & Grieve, 2014).
Students are gaining further independence when using online platforms to learn, as they are applying themselves further into their work and learning. In a study conducted by Domenic (2016), he investigated how online learning is more of an effective means of delivering instruction compared to traditional in-class learning. What he hypothesised was that students were more focused and goal-driven when learning online, compared to face-to- face. His findings supported his hypothesis, and further students are being encouraged to take on further personal responsibility for their own benefit of gaining. Other findings have provided further support to similar hypotheses. This is demonstrated in Kemp & Grieve (2014) study, in which they proved that face-to-face instruction was less than efficient and an effective way of learning, because teachers are transmitting information to students with the knowledge not being comprehended. As students are developing more of a self-directed method of learning, it has allowed them to comprehend the information they are being taught a lot more easily and efficiently, improving their quality of learning (Smith, D., and Hardaker, G. 2000). The reason behind this is that there is a lack of direct guidance of giving students orders on how to perform tasks nor reminding them of deadlines. Each student is solely
responsible for their own learning, hence to why students are developing more skills required for independent learning.
Effective online learning requires interdependence for a shared understanding of learning goals in a learning community. By observing students’ contributions and individual engagements attentively, it can assist teachers to recognise their student needs and provide better support towards their learning, accordingly. Teaching practices are a vital aspect for students to perform academic excellence. Extracting data from University World News (2020), studies show that the human brain receives over 400 billion bytes of information each second. From those 400 billion bytes, only 2,000 bytes of information are consciously being processed. Using this vital piece of information, the education system needs to understand that most of the information people, particularly students, are exposed to, has a very little to no chance at becoming durable knowledge. Therefore, by breaking lectures into smaller segments, it can positively influence students’ academic performance and ability to work more effectively online.
Most of this research has solely focused on the effectiveness online learning brings to students academically, however there are many other factors to consider, hence why the traditional delivery of education should not be disregard on its effectiveness on student performance. It can be said that online learning should be the only method to deliver education to students if the statistics were to illustrate a 100% response rate that learning remotely is more effective, in terms of student academic achievement, compared to the traditional way of being taught, by the total student population worldwide. According to Bastrikin (2020) findings, it is explicitly stated that over a half the student population indicated that the instructions received via online is worse, compared to in-class learning. This goes to show that each style of learning, whether it is online or face-to-face, differs for each individual and the way they comprehend and retain knowledge. However, more studies comparing the two modes of learning can allow teachers, administrators and policy makers on how to develop better practices for both teaching methods.
Hypothesis: A difference in age does affect a student’s academic performance, when studying online because older students are more actively engaged than the younger demographic.
SAMPLING
With the use of singular indicators, the goal of the study was to see if student performance was affected by the delivery type of education. Age, environment working conditions, teaching practices were all factors taken into consideration when analysing the effectiveness of student performance in both an in-class and online environment. The results of this study serve as a reference for potential meta-analytical studies regarding to the effectiveness of student academic performance when delivered education via online versus face-to-face.
The intended population target will be individuals whom are currently undertaking university studies. Both female and male genders, aged between 18 to 65 will be given a survey to complete (refer to Appendix). The sample for this study will be Macquarie University undergraduate students. A total of 60 students will be conveniently chosen* (as opposed to randomly) from 3 different departments around the North Ryde campus; the Business, Law, and Medicine & Health departments. 20 students, 10 males and 10 females, from each department will be provided a survey each. The requirements of the survey are for students to provide honest feedback and information from their personal experiences and encounters learning online and face-to-face.
This research sample attempts to test the hypotheses surrounding the main subject of whether online learning is more of an effective method of delivering education than face-to- face. Each chosen individual’s academic performance will be compared between prior COVID-19 learning to this new method of studying (solely online), in hopes to support the findings of a change in attitude and behaviour towards learning; increasing personal responsibility and independence.
*The reason being is the lack of access to Macquarie University student emails, with which if there was the opportunity to access this data, the students would be chosen completely at random. However, due to a lack of authoritative access, a conveniently chosen survey sample will occur.
COSTS AND TIMING Budget As mentioned in the Sampling , 60 students will need to be surveyed. Normally, a 15-minute survey in Australia costs about AUD$10, therefore:
Macquarie University Faculty / Department Survey Count Business 20 Law 20 Medicine & Health 20 Total 60 Ineligible student survey (backups) 40 Total Cost $1, ($10 per survey x 100 students)
Reviewing the above information, the budget for conducting the surveys would total to $1,000. The additional $400 will be back up funds, which will be contributed towards surveys for other individuals chosen if a survey becomes ineligible due to factors, for example bias.
Timeline Please find the timeline of the Research Project, in the form of a Gant Chart, below. Time Wk1 Wk2 Wk3 Wk4 Wk5 Wk6 Wk7 Wk8 Wk Planning & Research
Survey Design
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Research Proposal - The Effectiveness of Online versus Traditional In Class Learning
Course: Marketing Research (MKTG202)
University: Macquarie University
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