Which Research Approach Is Used For Online Learning Research

It’s no longer just a question of learning in the classroom. Online learning is changing how students learn, researchers have found.

People have relied on multiple traditional methods to design course materials, including formal surveys and reflectors, but recently, researchers have started to look to social media as well. Social media is arguably a more inclusive medium than traditional forms of research, which tends to attract primarily learners who share your work, whereas surveys may not be relevant to all people. Another advantage of social media research is that the concept of a connection is often already built in to the user, as it’s not a case of someone stopping by your office to ask, “What are you working on?”

Social media research offers an alternative to traditional methods because it offers a different approach to measuring the effectiveness of online learning. In this case, rather than surveying students, researchers can create social media campaigns that engage with the learner.

Survey in an Online System

For multiple surveys to be useful, the questions should be part of the experience of the learner. Survey questions do not necessarily need to be specific to their learning experiences or interests. In fact, students might not remember all survey questions, which is another way in which surveys can help. Students can be asked questions such as “What is your favorite social media app?” or “How many ideas did you create from the 10 most popular videos in January?”

Determining learner interest in surveys with multiple questions may be challenging. This is because survey questions should resonate with an engaged learner. Therefore, survey questions should be questions that would prompt students to go beyond their base level understanding of an abstract concept, such as “The key to studying abroad is…” Instead of asking a question that will only come up once, researchers should ask a simple question that leads students to explore more about a topic. As researchers, we should offer our facilitators cultural context that takes into account the learner’s various social and cultural identities, which will help drive participation.

An accompanying study should help lead with a suggested solution that can be explored and continues from there. For example, the text of a survey could be followed by a slide presentation on the topic with a toolkit to assist the learner to provide comments or survey responses. The scroll might include steps that would help the learner establish a spatial context for the topic with the user completing each step. What results from a study? A separate sheet that would help the learner to discuss the results. Then, the data analysis sheets would be used in the final report.

In addition to using questions and slides, informal discussions with the instructor and learners can be important to understanding the learner’s level of interest in the topic. The learner may not remember all questions and slide presentations, but he or she will certainly remember the more interesting content and a discussion where the learner is a participant.

The Pattern of Shareability

Some students may not become engaged when a survey is taken at a specific time or in a prescribed order. In such cases, the learner is more likely to forget the survey than learn from it. This may be beneficial when a question is only given once and may also be relevant with the third research assignment, where the question is attached to another survey question. Research can be incomplete without results from the first, second, and third survey questions in a sequence of steps, which is called a “pattern of shareability.” An easier way to figure out this pattern is to apply the 2014 Brand Inventory Formulae and Calculations to survey questions and pieces of content. Then, we can figure out the pattern of shareability and the first, second, and third question sequence. This will help researchers to better understand shareability of different types of content.

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