Sample Paper on Methods for Improving Online Instruction at Umuc

Problem Statement

The main problem faced by students at UMUC is ineffective student teacher dialogue in online instructions. This issue affects the performance of students in this institution because there are no appropriate means that ensure students receive proper online instructions.

Purpose and scope of the work

Various issues contributed to the research analysis conducted. To begin with, understanding the performance levels between face-to-face and online modes of learning constitutes one reason this research was conducted. As such, it is important to identify the elements present in each mode of learning needed to facilitate effective leaning between instructors and students. Therefore, this issue will be of significant value to the research as it triggers the need to understand the difference between online and face to face learning as well as what can be improved to achieve similar results. Secondly, understanding and identifying the most efficient model of behavior presentation aimed at imparting interpersonal skills in online environments also triggered this research. This was of importance as it was aimed at determining whether it is worthy for institutions to invest models such as cognitive retention and behavioral reproduction. Thirdly, the research was also aimed at finding the effects of using a game as part of online learning. As found, the gaming approach enhanced technology acceptance, attitudes and flow of experience (Hwang, Wu & Chen, 2012). Therefore, this method could be importance to UMUC as a method of improving online learning.

Decision Makers

            The report is directed to various decision makers in UMUC institution such as: board of governors, trustees and instructors. For example, the boards of governors have designated authorities that ensure learning is smooth and effective in institutions. Similarly, Instructors would benefit from such a report by embracing the various methods of improving online learning like gaming approach. Therefore, these decision makers can look at this report and decide on the best methods to adopt or suggest other methods based on the research.

Sources and methods of data collection

            The sources and methods of data collection used include questionnaires, written assignments, reading journals and databases. A tool known as Moodle was used to facilitate immediate feed back and student self-assessments. It also encouraged interaction between instructors and students as a way of discussion. Immediate feedback to students made it easier for students to develop an interest in enhancing their competencies in critical analysis and reading comprehension (Borham-Puyal & Susana, 2011). Multilevel modeling method was used to evaluate the performance levels between face to face and online modes of learning. The case study examined 1120 instructors in the classes they teach to check if their effectiveness improved with time as well as check the difference of the data obtained for face to face effectiveness and online instructions (Carle, 2009). Identifying the most efficient model of behavior presentation were measured using cognitive retention of content learned, reaction of learners, and behavioral reproduction (Doo, 2005). The study indicated that online instructions do not have so much effect in interpersonal skill. The gaming approach used an online developed game. A move was determined by dice throwing, where each location of the board corresponds to a task like information searching questions. These were later used to guide participants in gathering information to answer a series of questions in relation to the learning subject.

 

Preliminary outline

  1. Introduction
  2. Problem Statement
  3. Purpose and Scope of work
  4. Evaluating face to face and online learning modes.
  5. Behavior presentation in interpersonal skills.
  6. Using the gaming approach.
  • Decision Makers
  1. Data collection methods and source

References

Borham-Puyal, M., & Susana, O. (2011). Improving the use of feedback in an online teaching learning environment. US-China Foreign Language, 9 (6), 371-382.

Carle, A. C. (2009). Evaluating college students’ evaluations of a professor’s teaching effectiveness across time and instruction mode (online vs. face-to-face) using a multilevel growth modeling approach. Computers and Education, 53(2), 429-435.

Doo, M. Y. (2005). The effects of presentation format for behavior modeling of interpersonal skills in online instruction. Journal of Educational Multimedia and Hypermedia, 14 (3), 213-235.

Hwang, G., Wu, P., & Chen, C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers and Education, 59(4), 1246-1256.