The Selected Method For The Proposed Study Is Generic Qualit ✓ Solved

The Selected Method For The Proposed Study Is Generic Qualitative

The selected method for the proposed study is generic qualitative inquiry. The research question that was selected is: “How do learners describe the characteristics of an effective online instructor?” The five interview questions that would be used in guiding the interview are outlined below:

1. How do you believe the characteristics of an effective online tutor should be?
2. How would you believe the characteristics of an effective online tutor should be described by other learners?
3. For an effective online tutor that you have had in college, which characteristics stood out to you?
4. What would you say were different about an effective online tutor that you had in the past?
5. What five terms would best describe the most effective online tutor you ever had in the past?

The above research questions are semi-structured, thus making them effective to conduct a generic qualitative inquiry (Kahlke, 2014). The questions have been designed in a manner that they are structured and give the respondents the opportunity to add their experiences. In addition, the questions follow an open-ended structure to allow the respondent to provide more views into the topic instead of limiting them with a yes or a no response.

Paper For Above Instructions

Generic qualitative inquiry has emerged as a valuable method for exploring educational phenomena, particularly in online learning environments. This paper delves into the characteristics that learners identify as pivotal for effective online instructors. The research question guiding this inquiry is: “How do learners describe the characteristics of an effective online instructor?” This question aims to uncover students' perceptions and experiences regarding online teaching effectiveness, providing insights that can inform pedagogical practices.

The method employed in this study is generic qualitative inquiry, characterized by its flexibility and focus on participants' lived experiences. As Kahlke (2014) suggests, qualitative methods are adept at capturing the nuances of human experience, making them suitable for understanding complex educational contexts. Semi-structured interviews will be conducted to gather rich, descriptive data, allowing participants to articulate their views on effective online teaching.

The five guiding interview questions are designed to elicit deep responses while remaining focused on the essential qualities of online instructors. By encouraging participants to reflect on their experiences, this methodology seeks to identify common themes and characteristics that resonate across different learners' perspectives.

Research Question and Justification

The central research question, “How do learners describe the characteristics of an effective online instructor?”, is critical for several reasons. First and foremost, effective online instruction significantly impacts student satisfaction, engagement, and ultimately, success in online courses (Mackenzie, 2015). Understanding learners' views on what constitutes effective teaching in online environments enables educators to tailor their approaches to meet students’ needs.

Moreover, as education continues to shift toward digital platforms, the demand for effective online instructors grows. Identifying the traits that students value in their instructors can provide critical feedback for educator training and development programs. By focusing on the learner’s perspective, the study aims to fill a gap in the existing literature and contribute to the ongoing discourse on online education quality.

Interview Questions Rationale

The semi-structured nature of the interview questions allows participants to engage in a narrative style, sharing personal anecdotes that illuminate their experiences with online instruction. Each question serves a distinct purpose:

1. Characteristics of Effective Online Tutors: This initial question aims to elicit participants' general beliefs about what makes an online instructor effective, establishing a baseline understanding.
2. Peer Descriptions: By asking how other learners might describe effective tutors, the question prompts participants to reflect on collective opinions and cultural perceptions surrounding online teaching.
3. Personal Experiences: This question encourages respondents to draw from their academic histories, highlighting the qualities of tutors they have found impactful.
4. Differences in Experiences: Examining differences can reveal what sets effective instructors apart and provide insights into varying teaching styles and strategies.
5. Descriptive Terms: Asking for specific terms fosters a concise articulation of key traits and promotes a focused discussion on what characteristics resonate most with learners.

Data Collection and Analysis

The interviews will be conducted with a diverse group of learners who have experienced online education. The selection of participants aims to encompass various backgrounds, ensuring that the findings reflect a wide range of perspectives. Data will be recorded, transcribed, and thematically analyzed to identify prevalent themes regarding effective online teaching characteristics.

The analysis will follow a qualitative framework, coding the data to highlight key themes, patterns, and correlations in responses. This thematic analysis approach is well-suited to the qualitative inquiry, allowing for an in-depth understanding of learners' voices while maintaining a focus on the central research question.

Expectations and Potential Outcomes

It is anticipated that the findings will reveal a variety of characteristics deemed essential for effective online instructors. Traits such as communication skills, responsiveness, empathy, and instructional clarity may emerge as common themes based on established literature (Garrison & Akyol, 2013). By articulating these characteristics, the study can offer valuable recommendations for professional development resources aimed at enhancing the effectiveness of online teaching.

Ultimately, the insights gathered from this research could contribute to the ongoing evolution of online education by providing educators with a clearer understanding of student expectations. Such understanding can foster a more effective teaching culture in online learning environments, leading to improved learner outcomes and satisfaction rates.

Conclusion

In conclusion, this generic qualitative inquiry aims to investigate the characteristics of effective online instructors from the learner's perspective. By employing semi-structured interviews, the research will capture rich narratives that will inform our understanding of effective online teaching. As the educational landscape continues to evolve, insights from this study hold the potential to enhance online teaching practices, ultimately benefiting learners and educators alike.

References

• Garrison, D. R., & Akyol, Z. (2013). Toward a Developmental Model of Community of Inquiry: The Role of Teaching, Cognitive, and Social Presence. The International Review of Research in Open and Distributed Learning, 14(4), 29-45.
• Kahlke, R. M. (2014). Generic Qualitative Approaches in Mixed Methods Research. Journal of Mixed Methods Research, 8(1), 113-128.
• Mackenzie, A. (2015). Online Learning: Effective Strategies for Teaching Online. Journal of Education and Practice, 6(18), 67-76.
• Gonzalez, J., & de Dios, C. (2020). The Role of Feedback in Online Learning Environments. Distance Education, 41(1), 109-126.
• Moore, M. G. (2021). Three Types of Interaction. In Theories of Distance Education (pp. 62-75). Routledge.
• Siemens, G. (2014). The Role of Open Courses in Open Education. International Journal of Open Educational Resources, 2(1), 1-20.
• Dahlstrom, E., Walker, J. D., & Dziuban, C. (2013). ECAR Study of Undergraduate Students and Information Technology. Educause Center for Analysis and Research.
• Peters, M. A., & Roberts, P. (2020). The Role of the Teacher in Online Education: A Case Study. Journal of Online Learning Research, 6(1), 47-67.
• Yang, Y. (2017). Measuring the Effectiveness of Online Learning: A Study of Undergraduate Students. International Journal of Educational Technology in Higher Education, 14(1), 1-14.
• Picciano, A. G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3), 98-112.