Abstract
The research proposal is based on the study topic The Impacts of E-learning and Academic Performance of Learners. This area has attracted numerous scholars and learning institutions. A research question to support this study has been developed to underpin the significance of the research. The research question emphasizes the impact of e-sources on the academic and learning environment. To help to answer the study’s topic, the objectives have been clearly outlined based on the aim and the research question.
Summary
The research seeks to delve into the use of e-resources and their effect on the performance of users. The strengths of the study are derived from measurable objectives that have been developed to support the proposal. A collection of the aim and objectives of the research were developed based on the available data supported in the methodology section.
Introduction
The Internet has become the most important tool in the pedagogical setting. The computer and the information technology supported by the Internet connection became the second library (Schweitzer, 2008).
The library created by the growing and robust Internet has not only provided learners with an opportunity to gain extra knowledge, but also self-oriented skills. This demonstrates that the connection between the Internet and the computers continues to contribute to the development of the e-learning or what is called computer-aided learning (Kovel-Jarboe, 2001).
Background of the study and statement of problem
E-resources are described as online learning materials, including internet-based resources that are used to obtain knowledge materials (Waldman, 2003). Through the utilization of internet-based or e-learning resources, learners are able to navigate the historical changes that are associated with stationary libraries. Originally, learners have been facing geographical barriers, however, the development of e-resources has become an efficacious means of accessing learning resources through all over the world (Falk, 2003; Lee, 2001).
Many scholars who have studied the impact of lack of free accessibility to learning resources proved that the capacity of students reduces when they experience the inefficiency of supply of resources (Karas & Green, 2007).
Although many studies have been set out to study the role of technology in learning, limited studies have studied the effect of e-resources on learner capabilities (Lee, 2008). In addition, there is a need for the current studies to examine the net outcome of using e-resources in learning institutions and their ability to promote professionalism in learners as well as in teachers (Lynch, 1995).
There is an increased use of the Internet and information technology in the development of educational sector across the world, and the appetite for the use of technology continues to see extensive demand for e-resources (Langston, 2003). In addition, changes in the educational needs of learners and the changing role of education continue to spin the need for efficacious methods of knowledge acquisition (Sexton, 2006; Callinan, 2005).
A prehistory of the e-learning goes back to the times when the educational sector has first enhanced the participation of learners in the distance learning. Many educational terms have been used to describe e-learning materials and distance learning (Conole & Oliver, 2006). Some of the terms are electronic-learning, computer-aided resources and distance learning resources.
Although there is a difference in using these terms, they have a convergent meaning that resources that are accessed through the Internet and technology serve to aid learners outside a physical classroom setting (O’Farrell & Bates, 2009; Griffiths, & Brophy, 2005).
According to Langston (2003), e-resources entail a set of learning facilities and applications applied in learning that utilizes online, computer-based, virtual classrooms, internet learning as well as digital collaboration (Levine, 2006). All these learning scenarios can be availed through interactive e-resources to facilitate the knowledge acquisition.
Numerous studies have discussed the place occupied by e-resources in education. In addition, this study was aimed at examining the effectiveness of e-resources in the academic environment. Further, the study seeks to assess the impact of using these resources on users (Levine, 2007).
Technology education and its associated tools are add-ons designed to help learners overcome barriers that hinder access to learning resources. Many studies have contended that the main impediment to learner lies in the challenges of printed texts, (De Vicente, Crawford & Clink, 2004).
Studies indicate that learners do not still achieve the desired performances that demonstrate the development or improvement of their cognitive abilities. Further, the gap between low and high performers has increased significantly despite the use of e-resources in learning and teaching environments (Swain, 2010).
Research Question
To assess the impact of e-sources on the academic and learning environment.
Aim of Research
Assess the effect of e-resources on support, improving, and implementation of new forms of learning.
Objectives
- To offer a comprehensive background on the effectiveness of e-learning resources.
- To examine the demand for e-resources and measure their value to users.
- To make valuable contributions to the development of literature in the field of e-learning.
Theoritical framework and research paradigm
In evaluating the topic of the study, the research will adopt a descriptive question that will investigate the effect of e-sources on academic performance of learners. This framework will help the researcher to understand the theoretical underpinnings of the study topic
Reseach methodology
This study utilizes a quantitative design to research the impact of technology on the development of cognitive abilities of the students. The researcher will use descriptive approach to explain the impact of e-resources on learners.
The study will utilize quasi-experimentation methods in the process of comparing cognitive learning outcomes among the participants who use e-resources and those who do not have access to them. The researcher will develop a systemized feedback strategy to evaluate the extent of impact of e-learning resources or internet-based resources.
Participants
The study will utilize 50 users enrolled in a class with technology-driven learning resources.
Sampling Frame
The study will use a convenient randomized sampling technique (Gall, Borg, & Gall, 2003) among learners attending courses facilitated by technology education. Randomization of the sample will help eliminate errors of bias and skewed samples. In addition, the study will draw students from different institutions to enable a comprehensive study that will stand the test of generalization.
Method of Selecting the Sample Elements
The study instrument for this research will be based on the relevant literature review used in the study and expertise review. Before, submitting the survey instrument, the researcher will test the questionnaire using five participants. However, the results of the pre-test instrument will not form part of the findings, but rather help to streamline the questionnaire to meet the demands of a quality and easy-to-study instrument.
For purposes of this study, the instrument will follow a two-fold approach, including learning outcome pretest and posttest. The impact of technology-driven strategies will be an independent variable. On the other hand, learning outcome will serve as a dependent variable. The use of pretest items will serve to measure an individual’s level of cognitive ability while posttest item will evaluate the effect of e-learning technologies on the learning process.
The test will use objective (multiple-choice) questions, whereas a posttest will be used to determine the scores after instructions with an aim to measure the impact on the learning outcome (Behaviors of Community College and Lower-Division Undergraduate Students, 2007)
Data Collection and Analysis
Data for this study will be collected through physical methods. The study will consider using the participants’ research identification for the purpose of obtaining valid data and in order to eliminate chances of duplicate data (Gall, Borg, & Gall, 2003). This step will help the researcher to match pretest items with corresponding posttest items.
Instruments of data collection will be withdrawn from reaching the unauthorized people after the data collection. They will be taken for the purposes of statistical analysis (Langston, 2003). The study will analyze data using Analysis of variance (ANOVA) with an intention to test research questions underpinning the study.
Secondary Data
Secondary data remains the key background that informs this research on the developments that have taken place since the introduction of e-learning. The materials will be collected from peer reviewed journals, books, articles, reports, and relevant studies. The researcher will utilize a comprehensive online search of the recent literature relevant to the study. This literature will be related to the subject of e-resources and their effects on cognitive learning outcomes of learners.
The researched will also implement the search of the information contained in the databases, including web postings, research articles and journal listings on technology education. These resources will be selected to serve as authorities to support the research. The findings of the research will be drawn from the previous studies. Therefore, the literature review of the study shall be enhanced by secondary data and information.
Primary Data
Collection of primary data will be based on qualitative study. Data for this study will be collected through physical methods. The study will consider using the participants’ research identification for the purpose of obtaining valid data and in order to eliminate chances of duplicate data (Gall, Borg, & Gall, 2003). This step will help the researcher to match pretest items with corresponding posttest items. Instruments of data collection will be withdrawn from the reach of unauthorized people after the data collection.
The researcher will use several methods of data collection. However, the first and most important one is the use of questionnaires. The questionnaires will be developed to capture the responses of the participants. The questionnaire will be used to collect data on the use of the Internet and how e-resources affect learners’ abilities. In addition, the questionnaires will be self-administered and executed by participants.
It is important to note that the instrument of data collection will be administered to students. The survey instrument will be assessed and checked by an independent observer or professionals.
Since a questionnaire or survey instrument presents precise questions, the researcher will be able to evaluate the responses to assess the impact of the utilization of e-resources to improve the performance of learners. They will be taken for the purposes of statistical analysis (Langston, 2003). The study will analyze data using Analysis of variance (ANOVA) with an intention to test research questions underpinning the study.
Sample Design
This study utilizes a quantitative design to research the impact of technology on the development of cognitive abilities of the students. The researcher will use descriptive approach to explain the impact of e-resources on learners.
The study will utilize quasi-experimentation methods in the process of comparing cognitive learning outcomes among the participants who use e-resources and those who do not have access to them. The researcher will develop a systemized feedback strategy to evaluate the extent of impact of e-learning resources or the internet-based resources.
Accessibility
The findings of the research will be available to all stakeholders in the education sector and they shall access the results from online databases and printed articles. The findings of the research will provide an insight into the role of e-sources in improving student performance and help learning institutions to develop strategies to embrace it to derive positive results (Theses Bibliographies at an Urban Commuter College, 1991-2004)
Ethical Considerations
The research considers ethical issues of this study seriously because of the nature of the study and the study setting. Ethical considerations are essential elements that underpin a research that touches on sensitive human issues, especially those related to the psychological and mental development of a subset under study (Gall, Borg, & Gall, 2003).
Before the actual commencement of the study, the researcher will consider gaining approval from the special committee to enable an authoritative study. Schools, learning institutions, and centers forming the study setting will be contacted for permission prior to the initialization of the project. The researcher will contact the institutions through emails and telephone.
The researcher will seek personal interviews with potential institutional authorities with aim to clarify some of the issues of the study. The respondents to the study will be contacted beforehand to inform them about the purpose and aim of the study. This will ensure that the participants are familiar with their responsibility as respondents to the study. In addition, the researcher will obtain written consent from the participants, indicating their objective acceptance to involve in the study.
Issues of confidentiality will remain essential for this study. The researcher will identify and communicate the commitment to maintain confidentiality of the records and data obtained from the participants. This step helps in obtaining objective responses from the respondents while cushioning the study from unforeseen bias (Gall, Borg, & Gall, 2003). The respondents will have the discretion of free and voluntary, and unconditional participation and withdrawal of their participation.
Resources
Numerous resources will be required to facilitate the study. In this research, the study will need the use of the Internet, libraries and other resources to obtain secondary data. The use of computers to help in the collecting data is essential. In addition, the computers will be use to help the researcher type the project. The role of computers in a study of this nature remains vital. The computer and the statistical packages such as SPSS and STATA will help the researcher to analyze data.
Deliverables
The research proposal seeks to demonstrate the positive effect of e-sources on performance of learners. The findings of the study will help learning institutions to develop strategies to avail and manage the use of e-sources for the benefit of users. Therefore, the research will help in streamlining the use of e-sources for optimal performance.
Timeline
It is important to note that timelines are essential to the success of the research. Sufficient time is critical in helping the researcher collect data and come up with realistic outcomes. The study will use both secondary resources and data to provide the background of the study.
The collection of data through secondary sources will take about 5 weeks. This time will be used to interpret and analyze the relevance of the sources. The secondary sources will be collected from peer-reviewed journals, articles, books and other studies and reviews that are relevant to the study.
Significance
In addition, this study seeks to evaluate how technology-based resources can be used in the learning environment to improve the skills of learners. This research aims at enriching the existing literature about the significance of learning technologies, especially e-resources in theory and practice of education.
The practical implication of this study will allow a new look at the manner in which learning environments will integrate e-resources resources to improve the performance of learners. The findings of the study will help the education sector and the teaching fraternity to re-examine the role of e-sources in developing curriculum.
References
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