Module 3 Case First View: Literature Presentation

Module 3 Casefirst View The Presentation Titledthe Literature Review

Module 3 Case First, view the presentation titled The Literature Review in Research and read the Module 3 background information. Then, complete in 2 to 3 pages (not including the cover sheet and bibliography) a brief Literature Review related to your selected research question. Please include the following items: Select one of the quantitative research questions you developed in Module 2 and use it here in Module 3 to guide your Literature Review. Peruse the literature; select 4 or 5 articles that relate to your research question; and read with a purpose to identify gaps in information or ambiguities that help to clarify and justify your research question. Based on your review of the literature, discuss the following items in your Case Assignment paper: Show why your research question (in original format or revised) needs to be answered (for example, does it address controversies or debates, or fill a gap, found in the literature?) Describe the theories that support your research question (for example, are there any theoretical models that need to be tested empirically as suggested by your research question?) Identify the best methodology to conduct a study to answer your research question (please explain your response) Describe how answering your research question (with completion of prospective study) would add to the research already completed.

Paper For Above instruction

The purpose of this paper is to conduct a brief literature review centered around my selected quantitative research question, which aims to explore the relationship between student engagement and academic performance in online undergraduate courses. This review will identify existing research findings, highlight gaps or ambiguities, and justify the need for further investigation through empirical study. Additionally, I will discuss relevant theories supporting this research question, propose the appropriate methodology, and explain how the prospective research could contribute to the existing body of knowledge.

To begin, I selected a research question from my previous work in Module 2: "Does increased student engagement in online courses correlate positively with higher academic achievement?" Literature suggests that digital engagement plays a significant role in online learning environments. For instance, Kahu (2013) emphasizes that student engagement influences motivation and learning outcomes. Similarly, Fredricks et al. (2004) define engagement as behavioral, emotional, and cognitive, all of which can impact academic success. However, despite the growing body of research, there remains ambiguity about which specific aspects of engagement most strongly predict achievement in online settings. Not all studies differentiate between behavioral engagement and emotional engagement, leading to gaps that warrant further investigation.

One notable gap in the literature involves the inconsistent measurement tools used across studies, making it difficult to compare results directly. For example, some research operationalizes engagement through participation metrics, while others include self-reported emotional engagement. This ambiguity creates uncertainty about which measures yield the most accurate predictions of academic success. Furthermore, much of the existing research concentrates on traditional in-person classes, with limited focus on online learning contexts, indicating a need for focused studies in purely digital environments.

Supporting my research question are theoretical frameworks like the Engagement Theory (Kearsley & Shneiderman, 1998), which emphasizes meaningful involvement as crucial to learning outcomes. This theory suggests that increasing behavioral and emotional engagement could lead to improved academic performance, aligning well with my research focus. Additionally, the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) underscores the importance of social, cognitive, and teaching presence in online learning, highlighting multiple avenues through which engagement influences achievement.

Based on the literature and theoretical support, the most suitable methodology for this research appears to be a quantitative correlational study. This approach would involve collecting data through validated survey instruments measuring various types of engagement, as well as academic performance indicators such as course grades. I would recommend using standardized instruments, like the Student Engagement Scale (Fredricks et al., 2004), complemented by institutional grade data. Statistical analysis, such as Pearson's correlation and multiple regression, would establish the strength and nature of the relationship between engagement variables and academic outcomes.

Conducting this prospective study would enrich existing research by clarifying which engagement facets most directly influence academic success in online environments, addressing the measurement ambiguity noted earlier. It would also provide empirical evidence to refine theoretical models, like the Engagement Theory, in digital contexts. Moreover, findings could inform educators and course designers on targeted strategies to enhance engagement, ultimately improving online learning effectiveness and student achievement.

References

• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109.
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87–105.
• Kahu, E. R. (2013). Framing Student Engagement in Higher Education. Studies in Higher Education, 38(5), 758–773.
• Kearsley, G., & Shneiderman, B. (1998). Engagement Theory: A Framework for Collaborative Learning. Educational Technology, 38(5), 20–23.
• Fredricks, J. A., & McColskey, E. (2012). The Role of Engagement in Learning and Classroom Effectiveness. Educational Psychology Review, 24(1), 1–29.
• Schaufeli, W. B., & Bakker, A. B. (2004). Job Demands, Job Resources, and Their Relationship with Burnout and Engagement: A Multi-Source Study. Journal of Organizational Behavior, 25(3), 293–315.
• Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring Engagement and Involvement in School Activities. Journal of School Psychology, 44(5), 427–445.
• Hu, S., & Kuh, G. D. (2002). Learning Productivity at American Colleges and Universities. The Review of Higher Education, 25(3), 273–289.
• Salmon, G. (2002). E-Moderation: The Key to Teaching and Learning Online. Routledge.
• Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View. Cengage Learning.