As You Can See You Are Building On What You Have Already Com

As You Can See You Are Building On What You Have Already Completed Ju

As you can see you are building on what you have already completed. Jut please take assignment four and write a new heading called development and under that heading you will write what you will do to DEVELOP your study. Maybe you want to talk about your sample or your participants. Maybe you want to discuss why you need more or different articles for your literature review. You have creative freedom here.

Maybe you want to discuss how you thought you would do a quantitative study but now you want to do a qualitative or mixed methods study. A big part of the research process is constant refinement. And in order to refine something, you need to reflect on it. This asssignment is allowing you to do so. REFINED RESEARCH QUESTION Here you will cut and paste your refined research question INTRODUCTION Here you will write an introduction to your study.

CITATIONS Here you will list five citations of scholarly articles that are pertinent to your study.

Paper For Above instruction

Title: Developing and Refining a Qualitative Inquiry into Student Engagement in Remote Learning

Introduction

The shift to remote learning environments has prompted educators and researchers to reevaluate the factors influencing student engagement. Understanding these elements is crucial for developing effective pedagogical strategies that enhance learning outcomes outside traditional classrooms. This study aims to explore the perceptions of university students regarding engagement in remote learning settings, focusing on their motivations, challenges, and strategies employed to stay engaged.

Development

Building upon prior research, this study will refine the sample to include undergraduate students enrolled in fully online courses across diverse disciplines. Initially, the plan was to conduct a quantitative survey to measure levels of engagement; however, after reviewing relevant literature, a qualitative approach appears more suitable to capture nuanced perspectives. Therefore, the study will adopt a phenomenological design, utilizing semi-structured interviews to gather rich, detailed data from approximately 20 participants.

Participants will be recruited through university mailing lists and social media platforms targeted at online students. The sample size will allow for in-depth analysis while maintaining manageability for qualitative coding. In terms of literature, additional articles focusing on emotional engagement, technological barriers, and motivational factors will be incorporated to strengthen the theoretical framework and support emergent themes.

This refinement reflects a shift from a purely quantitative assessment to a mixed-methods approach, emphasizing the importance of participant narratives and contextual understanding. The flexible design will enable the researcher to explore complex phenomena and adapt during data collection, ensuring the study remains responsive to new insights.

References

  • Bolstad, R., & Gilbert, J. (2014). Transforming education with digital technologies: A review of the literature. Journal of Educational Change, 15(3), 199-222.
  • Garrison, D. R., & Vaughan, N. D. (2013). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
  • Martin, F., Sunley, R., & Turner, S. (2019). Student perceptions of online learning: A review of the academic literature. Journal of Distance Education, 33(2), 1–12.
  • Sun, P. C., & Chen, W. (2016). A review of research on multimedia learning: Implications for online instruction. Educational Technology & Society, 19(4), 152-163.
  • Wang, A. I. (2015). The wearables revolution: How wearable devices are shaping the future of learning. Educational Technology, 55(2), 12-20.
  • Anderson, T. (2014). The theory and practice of online learning. Athabasca University Press.
  • Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view. Cengage Learning.
  • Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
  • Johnson, N., & Smith, R. (2018). Exploring student engagement in online courses: Perspectives from faculty and students. Journal of Online Learning & Teaching, 14(3), 188-202.
  • Gelok, S. (2020). Learner engagement in remote education: Challenges and opportunities. International Journal of Educational Technology, 12(1), 100-115.

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