Introduction
The offered project is focused on the investigation of the impact of the existing opportunities for online learning on postgraduate/undergraduate students learning behaviour. The fast development of technologies and the increased importance of the Internet preconditioned the emergence of new modes of teaching and learning. Trying to achieve higher convenience and comfort levels, students prefer to have online courses that are less time-demanding and provide more chances to engage in other activities. The popularity of this way of studying results in the appearance of new opportunities and platforms for individuals to acquire new knowledge and create the basis for their future career. However, the increased attention to this mode of learning preconditioned the emergence of multiple fears or risks associated with the further perspectives of students who are used to online learning. Today, there are many debates about how it might impact their future behaviours and what results can be achieved.
In such a way, the main reason for the creation of this project is the increased popularity of online learning and the need for the in-depth investigation of this phenomenon because of its increased demand. Additionally, there are certain doubts demonstrated by educators related to the effectiveness of this mode of studying that should also be investigated. That is why the main goals of the research are to evaluate online learning and its correlation with the learning behaviours among students to make certain conclusions regarding future perspectives and risks.
Context
The study will take place in the UK because of the focus on the investigation of student’s learning patterns while studying in this very country. The fact is that at the moment, the UK attracts many learners from different states because of the quality of the provided knowledge and the privileged status of multiple educational establishments (Rogers-Shaw, Carr-Chellman & Choi 2018). Furthermore, in accordance with the statistics, Britain remains a highly attractive place for foreign students from different parts of the globe as they prefer to enrol in its colleges or universities (Rogers-Shaw, Carr-Chellman & Choi 2018). For this reason, the number of individuals from different states remains high.
At the same time, many of these candidates have comparatively rich experience in online learning. In accordance with multiple surveys, about 60% of all foreign learners have completed or still attend various online courses aimed at the improvement of their knowledge in different spheres. It means that many students studying in the UK have previously enrolled in different Internet classes to create the basis for future education and development. However, in practice, this knowledge might remain inapplicable or irrelevant. Therefore, the given context for studying is selected.
Literature Review
Existing sources say that online learning remains one of the most popular modes today, and there is a tendency towards the further popularisation of the given method. It means that a growing number of students prefer to engage in online activities to acquire the needed information and knowledge that might help them in their future career (Chen 2016). Thus, Chen (2016) admits that it is critical to draw a significant level of attention to the investigation of this issue because of the necessity to outline all advantages and disadvantages of online learning and consideration of all risks that might be associated with it. The fact is that the visible and apparent convenience of this method might pose a serious threat to learners’ ability to succeed in future life and studying because of the inability to engage in appropriate and effective learning behaviours (Martin, Kolomitro & Lam 2014). For this reason, the advantages of this method can be eliminated by the necessity to introduce additional educational programs for online learners.
At the same time, Glenn (2018) states that a significant number of postgraduate/undergraduate students who have previous experiences of online learning might have problems with discipline and self-organisation that is demanded in traditional educational establishments. It is explained by the fact that the adherence to innovative studying technologies and attempts to increase comfort and convenience levels might deteriorate individuals’ ability to follow particular rules and observe specific guidelines (Glenn 2018). Hence, the utilisation of the Internet as the platform for teaching might mean the deterioration of students’ results in the future. That is why Glenn (2018) is sure that it is critical to outline the correlation between the existing online courses and successes in future to conclude about the possible opportunities and threats.
Speaking about this very issue, Jain et al. (2015) also admit multiple opportunities that are available for students. For instance, learners in an online microeconomics course outline the existence of numerous opportunities for selecting a learning tool that will be the most convenient for them (Jain et al., 2015). Additionally, they emphasise the fact that the utilisation of the given mode of studying provides them with an opportunity to save time and devote it to other activities that can help to generate experiences that will be helpful in their future lives (Jain et al. 2015). What is more important, learning environments can be improved via the utilisation of additional Internet sources that provide new opportunities for individuals (Luo et al. 2018). The combination of these factors evidences the advantageous character of online learning and proves multiple opportunities associated with its further evolution.
Revolving around the same theme, Ellis and Bliuc (2019) state that in the UK, postgraduate/undergraduate students have the increased need for the acquisition of appropriate learning behaviours to succeed in their future learning and guarantee that their academic successes will be positive. However, the existence of previous experience of online learning might make this task more complex because of the already formed perspectives on studying, planning, and other activities traditionally associated with this field. For this reason, there can be multiple misunderstandings between educators and students, deteriorating the quality of accumulated knowledge and outcomes. That is why some specialists admit the existing risks associated with the appearance of the increasing popularity of online learning methods.
Finally, online learning is one of the best possible options for disabled students or for individuals with limited opportunities for engaging in traditional educational establishments. Alamri and Tyler-Wood (2017) state that it is one of the apparent advantages of this mode of learning because of the provision of access to all individuals regardless of their location or health status. For this reason, online methods have a set of different advantages that create the basis for the further evolution of this mode of teaching or learning. At the same time, there are still some problems emerging from the peculiarities of the mediated or Internet forms of communication (Vivolo 2017). Especially topical they become if to speak about undergraduate or postgraduate students who study in the UK.
Research Questions
Regarding the nature of the investigated problem, it is possible to formulate the research questions that will help to reveal all problematic aspects and contribute to the in-depth analysis of the selected topic. They sound in the following way:
- What effects does online learning have on postgraduate/undergraduate students’ learning behaviours while studying in the UK?
- What is the correlation between online learning and postgraduate/undergraduate students’ academic successes?
These two research questions are focused on the most important aspects of the analysed issue as it is critical to correlate the online learning and learning behaviours and make appropriate conclusions
Methods
The given study will be conducted using qualitative research methods. The given choice is preconditioned by the fact that the given paradigm provides an opportunity for researchers to collect personal data about the investigated issue and conclude about the real state of the analysed topic. Additionally, participants of the project can provide their subjective opinions regarding the various aspects of online learning and its impact on students. The given flexibility is expected to increase the credibility of findings and contribute to a better analysis of all meaningful factors. That is why the qualitative phenomenological paradigm is utilised with the primary aim to collect all data and process it. It is supported by the survey conducted among all participants to gather needed material and conclude about the correlation between online learning and behaviours. It can be distributed online or using hard copies for all participants. Results can also be handled both via the Internet or during meetings. The theoretical framework for the investigation will be created by using the relevant literature devoted to the investigated problem. That is why the literature review section consists of peer-reviewed articles that show the existing attitudes to the topic and mention all factors that should be considered to achieve success while conducting a study.
Sampling
Because the primary aim of the project is the investigation of learning behaviours among UK students under the impact of online courses, participants should possess the needed experience to provide credible and reliable data. That is why purposive, non-probability sampling is used as the main method of selecting individuals for the project (Creswell & Creswell 2018). In general, 20 UK undergraduate/postgraduate students will be engaged in the study. These students are selected from various educational establishments in the state using the Internet or personal meetings. They should be attracted by the announcement describing the project and outlining the need for participants. The sample size of 20 students can be taken as reasonable because of the validity of a survey as an investigation tool and the possibility to conclude about particular regularities by using answers provided by interviewees.
The gender, age, or social status of participants are not relevant for the research as they do not impact learning behaviours and their correlation with the experiences gained during the online courses. Additionally, the academic successes of selected learners and their former achievements can also be disregarded as there is a need for the analysis of current patterns and preferences regarding education and adherence to particular guidelines that can be introduced in various educational establishments. The given approach to sampling will help to ensure the high credibility and relevance of findings.
Methods of Analysis
In terms of the basic assumptions of the qualitative research paradigm, it is critical to possess all collected data to formulate credible conclusions and guarantee that all data is relevant. For this reason, first of all, all respondents’ answers and their perspectives on online learning along with the current learning behaviours should be analysed. The content analysis should be applied as one of the most effective tools that can be utilised to prove the existence of a particular regulation or correlation between the investigated issues. At the same time, answers from interviewees should be processed from different perspectives to ensure that there is a comprehensive investigation of the selected field (Creswell & Creswell 2018). The utilisation of these methods will help to achieve the desired outcomes and evaluate all available information portions.
Ethical Issues
Because of the involvement of human beings in the study, it is critical to observe the existing code of ethics. First, informed consent should be provided by all participants to avoid the emergence of misunderstandings or other critical issues. Additionally, individuals should voluntarily agree to take part in the study and share their private information about particular issues or problems. All interviewees should be guaranteed complete confidentiality and anonymity to avoid the emergence of additional ethical aspects (Creswell & Creswell 2018). Participants should also be able to withdraw at any stage of the research project and remain informed about the conclusions or findings of the research. Adhering to these basic assumptions, the code of ethics can be observed, and ethical issues can be avoided.
Timeline
- May 2019 Dissertation proposal and survey’s plans are created
- May 2019 Informed consent from all possible participants is acquired
- June 2019 Creation of the literature review’s draft, its discussion with the tutor, the introduction of additional alterations
- End of June 2019 Survey is conducted, and all critical data is collected
- July 20189 Creation of the final draft of the dissertation and its submission to the supervisor
- August 2019 Revision of the dissertation
- August 2019 Accomplishment of the dissertation
Reflective Commentary
The idea to conduct the research on the selected issue emerged under the strong impact of the development of technologies and the increased popularity of online courses that are chosen by a number of students globally. At the same time, there are critical differences in student’s approaches to learning and their behaviours that can help to succeed and achieve progress. For this reason, the idea to determine if there is any correlation between online learning and effective learning patterns emerged. Another factor that impacted the selection of the research topic was the growing number of various online courses, the effectiveness of which can be doubted because of the negative impact on students’ learning behaviours and their ability to learn in traditional educational establishments. Considering these facts, the idea to research the given aspect and conclude about the current situation emerged.
One of the main strengths of the proposal is its increased topicality and relevance. As it comes from the literature review devoted to the topic, there is a tendency towards the increase in the number of online learners because of the high level of comfort, a wide choice of available programs, and increased convenience of the selected method. The further increase in popularity will mean that the effectiveness of the traditional approach will be doubted because of the existing opportunities to enrol in various learning programs. That is why it is critical to analyse the most relevant trends to attain an enhanced understanding of the problem and the way it impacts contemporary society. Another strength of the proposal is the utilisation of data that is collected from individuals who have real-life experiences related to the issue and can share personal information regarding the effectiveness of online learning and its impact on further behaviours.
Nevertheless, critically analysing the proposal, it is necessary to state that there are several limits. First of all, it is the number of participants as only 20 individuals is presupposed to take part in the study. On the one hand, it can be enough to acquire an improved understanding of the problem and conclude about the exigent correlations or regularities. From another, the given number can be insufficient if to speak about the in-depth investigation of all possible aspects associated with online learning and its correlation with learning behaviours. That is why the study can benefit from the increase in the number of participants. Another possible limit is the lack of time or significant financial support to create the framework for the improved analysis of all possible elements of the discussed topic. The existence of these two limits can be considered an important factor that should be mentioned while analysing the paper.
Another aspect that should be mentioned is the comparatively high possibility of the emergence of problems associated with the involvement of human beings. In other words, one of the challenges is the possible failure of communication with the participants of the study. Considering their voluntary agreement to take part in the research, it is critical to be able to engage in a meaningful collaboration that will help to acquire the needed data and analyse it in the future. In case of misunderstandings, interviewees might refuse to provide their answers, which will deteriorate the results of the study. Moreover, the selection of participants can be difficult because of the need for particular experiences that are present among specific groups of people. The existence of these two challenges should be considered while planning the research to avoid its deterioration or failure.
We should also state that the credibility of the research should not be doubted. First of all, the literature review section consists of only relevant and credible sources that are utilised to create the theoretical framework and investigate the selected issue. Adherence to the given approach will help to avoid claims in trustworthiness and guarantee that all collected information or data will be relevant and can be used in future research projects. The validity of findings is also guaranteed by the involvement of individuals with needed experiences in the investigation. Results of the survey can be used to prove or refute the idea of the direct relation between online learning and behaviours. For this reason, the project should be considered a reliable research work that contributes to the improvement of knowledge about the particular topic and helps to research it from different perspectives.
It also should be stated that the personal beliefs of the investigator might have a certain impact on the results of the research. The fact is that the subjective meaning of an investigator accepts traditional learning and educational establishments as one of the most effective tools and strategies that can be used today regarding the diverse needs of students. Regardless of the fact that only objective approaches were utilised in the paper. The credibility of some conclusions might suffer because of the preference given to the traditional means of learning. At the same time, there are no critical flaws or some serious drawbacks in findings or offered information as it rests on the theoretical framework that is formulated in the literature review section.
The paper can be considered a relevant, valid, and topical project that can contribute to the development of knowledge about online modes of learning and their impact on postgraduate or undergraduate students and their learning behaviours. One should realise the fact that there can be some drawbacks or weaknesses if to analyse the study critically; however, they do not deteriorate the credibility of findings or conclusions formulated on the basis of data collected among students who have the needed real-life experiences and can share their private data with the investigators. For this reason, it is possible to conclude that the analysis of the correlation between the online forms of learning and future behaviours can be considered a topical and relevant issue that should be given significant attention regarding the tendency towards the further increase in the popularity of new methods and availability of multiple resources and options that can be used by individuals.
Reference List
Alamri, A & Tyler-Wood, T 2017, ‘Factors affecting learners with disabilities–instructor interaction in online learning’, Journal of Special Education Technology, vol. 32, no. 2, pp. 59–69, Web.
Chen, R 2016, ‘Learner perspectives of online problem-based learning and applications from cognitive load theory’, Psychology Learning & Teaching, vol.15, no. 2, pp. 195–203, Web.
Creswell, J & Creswell, J 2018, Research design: qualitative, quantitative, and mixed methods approaches, 5th edn, SAGE Publications, Boca Raton, FL.
Ellis, R & Bliuc, A 2019, ‘Exploring new elements of the student approaches to learning framework: the role of online learning technologies in student learning’, Active Learning in Higher Education, vol. 20, no. 1, pp. 11–24, Web.
Glenn, C 2018, ‘Adding the human touch to asynchronous online learning’, Journal of College Student Retention: Research, Theory & Practice, vol. 19, no. 4, pp. 381–393, Web.
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Rogers-Shaw, C, Carr-Chellman, D & Choi, J 2018, ‘Universal design for learning: guidelines for accessible online instruction’, Adult Learning, vol. 29, no. 1, pp. 20–31, Web.
Vivolo, J 2017, ‘Understanding and combating resistance to online learning’, Science Progress, vol. 99, no. 4, pp. 399-412, Web.