Dissertation Planning Matrix |
| Research Questions | Goals | Sampling | Data Collection | Analysis | Validity Threats | Validity Strategies |
| 1. How is online learning used in the University Setting? | To determine the various delivery models, implementations strategies used at the University. To identify online courses and enrolled students to survey in Phase 2 To provide a picture as to how online learning is being used at the University |
Faculty in all programs across the University | Researcher-created survey University course catalogs |
Descriptive Statistics | Possibility of not capturing all courses through survey |
Seek out help from Provost Office and /or college and department technology support personnel |
| 2. What features of quality online courses are recognized as present or absent by students? | To assess the use of best practices in online course design, delivery, and instruction as cited in the literature | All available students enrolled in online courses at the Undergraduate and Graduate level during a specified semester | Researcher-created survey with close-ended questions |
Quantitative: Descriptive statistics | Researcher-creasted survey has not been tested on a large scale misleading questions created by inexperienced researcher Survey may limit students' ability to articulate perception; survey reflects the words of the researcher and inventive features of design, implementation may not be captured in survey. |
Enlist experts to review survey and provide feedback on content and length as well a pilot test the instrument with non-eligible participants
Use open-ended question to capture student perceptions in their own words and to search for discrepant cases |
| 3. What are students' perceptions about the effectiveness of these features whether present or absent in their learning? | To assess the impact of quality features on learning from the student perspective. | |||||
| 4. What are students' perceptions about the quality of their learning in the online course? | To assess the overall impact on learning in online courses provided by the University | Researcher-created survey with open-ended questions | Qualitative: categorizing and comparison, coding, themes | Students' perceptions influenced by characteristics brought into the course and/or the participation in a hybrid environment | Triangulation Use of demographic information such as online course experience as well as inclusion of separate questions for hybrid courses to tease out possible influences |
Conceptual Framework and Narrative for Study Proposal
Initial References