- Describe the Study They Conducted
- What Makes It A Case Study?
- What Can We Learn From Their Results?
- What Are The Potential Strengths And Weaknesses Of This Study?
- Describe What You Observed
- What Behaviors Did You Feel Were Important To Take Note Of?
- How Would You Include This Data in a Research Report
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Describe the Study They Conducted
The authors of the paper ‘Collaborative and Cooperative E-learning in Higher Education in Morocco: A Case Study’ revealed the outcomes of the case study regarding the presentation of recent online electronics in order to defend cooperative and collegial studying approached in institutions of higher education in Morocco. This research was administered by the means of the online adaptation of a one term plan of study outlined for two groups of master students at Ben M’sik Faculty of Sciences, Hassan II Mohammedia-Casablanca University (Bouroumi, & Fajr, 2014).
It was founded on the e-learning tools of the Moodle platform, which maintain these studying approaches. These methods appeared to be completely advanced for the most part of participants that signed up for this plan of study. The outcomes of the research signify compelling advancements in the complete performance of the participants, in contrast to preceding hearings of the course, which were administered in conventional non-online methods.
What Makes It A Case Study?
The participants that were included in the study all agreed to pay for using the platform and gained constant Internet connection, which was provided to them by the Injaz national initiative for advertising admission to recent innovations for every graduate in engineering and science. From a sharp angle, the circumstances were perfect for conducting the study.
What Can We Learn From Their Results?
The results depict that the implement of recent online technologies by the means of a specialized e-learning platform has developed into compelling advancement in the performance of the students. Moreover, we have learned that the detected advancements that are connected to various educational situations are the outcomes of an effective consolidation between the conventions of collaborative and cooperative studying approaches and recent e-learning appliances, which endure these conventions and promote their detailed exertion and utilization (Clark & Mayer, 2011).
What Are The Potential Strengths And Weaknesses Of This Study?
The strengths of the study lie in the suggestion for further research and a paradigm shifting in the approaches towards educating and acquiring information, as the educators are no longer the resource of competence and insight. The weakness of the study is revealing a considerate demand for expanding alertness of departmental executives about the advantages of recent studying approaches and recent technologies that maintain them.
Describe What You Observed
We have observed a group of children that continue to stay concerned with their activity and proceeded to play with the play dough while the educator asks questions to the children of different age. Moreover, one girl was engaged in the conversation more than others, while other children were mostly quite playing and listening. The observational study is aimed to observe the behavior of the children in the normal environment, such as during the outside activities (ECA Learning Hub, 2012).
What Behaviors Did You Feel Were Important To Take Note Of?
In order to detect unusual behavior in a child, the following features have to be detected (Patel, 2015). “Active/Alert children can sit still for an activity such as television, which interests them, but may have difficulty settling down for sleep. These children are alert to all the sights and sounds around them and have difficulty screening out what is not important” (Crijnen, Achenbach, & Verhulst, 2014, p. 571). Moreover, an educator should focus on children that are not able to complete the task and switch to another activity in a few minutes (Perera, 2012).
How Would You Include This Data in a Research Report
The data should be collected regarding every child and ordered by the categories of similar behavior.
Bouroumi, A., & Fajr, R. (2014). Collaborative and cooperative e-learning in higher education in Morocco: A case study. International Journal of Emerging Technologies in Learning, 9(1), 66-72. Web.
Clark, R. & Mayer, R. (2011). E-learning and the science of instruction. New York, New York: John Wiley & Sons. Web.
Crijnen, A., Achenbach, T., & Verhulst, F. (2014). Problems reported by parents of children in multiple cultures: the child behavior checklist syndrome constructs. The American Journal of Psychiatry, 156(4), 569-574. Web.
ECA Learning Hub (Producer). (2012). Outside – time for quiet play [Video file]. Web.
Patel, A. (2015). Physician care-providing behavior in treating attention-deficit hyperactive children and adolescents. Value in Health, 18(3), 128-129. Web.
Perera, F. (2012). Prenatal bisphenol A exposure and child behavior in an inner-city cohort. Environmental Health Perspectives, 120(8), 1190-1194. Web.