Studying through the Internet without Necessarily Meeting at One Point as a Formal Class - Coursework Example

Running Header: Evaluation of a Team performance Name: Professor: Insertion: Course: Date: Introduction Research is a very important aspect of studying a certain phenomenon. Research is used to test the hypothesis of a situation and credit or discredit them based on evidence collected about the problem (Donna 1998, pp. 34-36). In this case Hara and Kling were interested in exploring the aspect of studying through the internet without necessarily meeting at one point as a formal class (Hara & Kling 2002, pp. 63). The problem that is addressed in the research This research is basically about online learning. Given the advent of internet as a result of evolved technology, many institutions of higher learning are now embarked on finding ways that can support learning for students who cannot make it to class perhaps because of the distance or other commitments such as work. Hara and Kling’s intention was to study in depth the distress that students go through while attending virtual classes. The researcher in this case acknowledges that even though learning has moved from the traditional one where students were used to meet in normal classroom environment, the new method is not problem-free. This is because like traditional classroom environment attention is also required. In particular, the researchers had embarked on studying on how the graduate-level students in one of the universities in the United States felt by learning a certain course online. In essence, the researchers were particularly interested in creating deeper understanding on the design of the instructional issues that related to online learning. In addition, the research sought to establish the required communication procedures and the necessary preparations both the instructor and the students to promote online distance learning. Digital communications and other learning technologies are used by universities to allow access to education by students from diverse background. This is because they allow for 24 hour-learning through out the week. This makes it a more flexible mode of education (Hara & Kling 2002, pp. 63). Research perspective or approach taken to addressing this problem The researcher in this case had applied the ethnography approach to studying the problem. The ethnography approach was used to examine the kind of distress the class was undergoing while doing online learning. The ethnography as a research methodology involves tools such as observations and interactions. The primary purpose as to why the researcher had decided to make use of this approach is because he was more interested in qualitative information. In this research, Hara and Kling had come part of the group that was being studied. First, the researchers decided to survey the university computer labs to observe how the students were using the internet in studying this course. Being part of the group that was being study simplified the process of analyzing and recording the kind of interactions that took place between the instructor and the student. This was important in obtaining qualitative information. By observing what was happening, it was easy for the researcher to understand the various process that were involved in making preparations for the virtual class and the real challenges that some of the students were facing participating in the class lessons (Hara & Kling 2002, pp. 64). Interactions with the students were particularly important in this research. This was part of the ethnography approach that the researcher had applied to obtain qualitative information. The course under study was B3002 and permission was first requested from the course instructor to allow the researcher to observe and interact with the students in the online class. This was to obtain more ethnography data from the class. For instance through this approach, the researcher managed to have informal interviews with the students. The students expressed frustrations related to technology issues. For instance, some informant students who were part of the course expressed that majority of the students were not conversant with some of the applications such as the HTML and how to create Web Sites. The other informants complained of the course being specific. This is because one must be there in the virtual class to move with rest. Follow-up on some of the students’ lateness seemed to be very intimidating as the instructor kept on reminding them on their lateness (Hara & Kling 2002, pp. 68). Findings and conclusions the author drew from the research Following the research that was done on the distress that students were undergoing while studying the B3002 course revealed several challenges students face. First and foremost issues related with technology were severally cited by the respondents as one of the causes of stress among students. This is because not every student was comfortable with the technology. For some students to do well in the course they needed some technical support on how to use the technology as a communication device with the instructor. Second, the communication between the instructor and the students is a problem. This is because of the ways in which the instructor used to communicate with the students. The communication was primarily through the e-mail. The students in this case were expected to post the areas of discussions through the e-mail. This means that several messages posted and this was found to have major challenges to the students. First, the students were not able to read the messages of others before posting and secondly, because of the large number of messages some students could not have enough time to go through. The research has also established that many of the online students could be having numerous challenges that may need to be solved but have not been spoken about. This is because the majority of the students are reluctant to speak about them. Perhaps this is because of the communication structures that exist in many institutions of higher learning. This problem can also be attributed by the fact that many students may not want to hurt the feelings of their instructions by speaking about their problems (Hara & Kling 2002, pp. 72). 4. What evidence does the author present in support of the conclusions? Do you find the evidence convincing or unconvincing? Why? The conclusions that have been drawn by the researcher are based on the three methodologies that he used to carry out this study. The three main methodologies that the researcher had used include: observation, interviews and reviews (Donna 1998, pp. 16-18). These three methodologies were used to collect various types of qualitative information that was presented by the researcher as evidence for his conclusions. Looking at the evidence that the researcher had used in this case include attending the online class to find what was happening with regard to attendance in the 8.30 p.m., class. While in the class, the researcher had managed to observe one student by the name Kathy to find out on how she was getting into the field trip from her home. While the student tried to log in by typing @knock MMM- the instructor’s name, the computer surprisingly replied as ‘I don’t Know.’ Kathy’s response was, ‘I don’t understand.’ Kathy then went further to try this several times by typing the same letters in different formats but got the same response. Even though the computer continued to reply with the statement ‘I don’t know’, Kathy had already logged in without knowing. What follows in this situation is the inability to follow conversations which very fast for him and other class members to follow. Kathy was not even aware if her questions were being answered or not. The other scenario that supports the researcher’s conclusions is the interaction that happened between the researcher and one of the course students by the name John. John expressed a lot of difficulties especially when working alone at night. This student was working alone in the university computer lab. John was in the lab trying to work on an assignment and he was expected to use the internet to source for some plans to work on his assignments. John had stayed on the internet for over four hours while trying to look for the relevant information. This is because he was not able to search for relevant information the internet. Finally, the researcher had presented the case where the students at the end of the semester were being congratulated by the instructor for being one the best class the she has ever had. This was happening even after the students had encountered several problems through out the semester. This shows how communication was not done adequately between the students and the instructor to solve issues (Hara & Kling 2002, pp.67). Based on the evidence, that researcher has presented, I find it convincing in this particular situation. This is because as a researcher, he has employed the social research tools such as observation, interviews and reviews to support his findings. Assumptions First and foremost for any reader to agree with the findings of the researcher in this case he must agree that the challenges faced by students in this case are the same all over irrespective of the social or institutional setting. This means that all students from the other universities are also subject to the same problems. This means such issues as technology failures, complexities and lack of preparation and appropriate communicative procedures are replicated in all universities. The second assumption must be that irrespective of the course being taught online, the same problems are always possible. This is to mean that there are no specific courses that are likely to be more difficult to teach online. In other words these challenges are not course specific. References Donna, M 1998, Research Methods in Education and Psychology: Integrating Diversity with Quantitative & Qualitative Approaches, London, Sage Publications. Hara, N & Kling, R 2002, Student's Difficulties in a web based distance education course: In digital Academe, the new media and institutional of higher education and learning edition by William & Brian, London & New York, Routledge. Read More