GROUP 8 Inquiries, Investigations, and Immersion
John Russell Wales Quarter III: Week 3
Aldritz John T. Padua
Michille L. Maling
Dianne Grace R. Taban
ASESSMENT:
1. A
2. D
3 .A
4 .B
5 .B
ABSTRACT:
QUESTIONS ANSWERS JUSTIFICATIONS
(YES or NO)
Is the information accurate? For the reason being all the
dates, events and numbers
YES mentioned in this research
title we're accurately
enough.
Do the authors have the For the reason being all the
authority to write on this authors that worked on this
topic? research title has experience
working on previous topics
that were all about the
YES emotional state of people
psychology.
The information that was
Is the information objective? stated in this research title
YES there weren't an inch of bias
in the numbers and
information laid out.
Is the information current or Information that were used
outdated? in the research title were up
CURRENT to date through 2019-2020
to be more specific.
Does it provide basic or in- The information written on
depth information? YES this paper is well written and
well explained in clarity.
Based on your evaluation, Because this research title
can you recommend this was well in depth on the
literature? number of people who were
YES in a state of psychological
discomfort and what are the
effective psychological
support strategies.
Assignment:
Effectiveness of Online Learning to the Academic performance of Students.
MERLOT Journal of Online Learning and Teaching 11 (2), 309-319, 2015 The physical
“brick and mortar” classroom is starting to lose its monopoly as the place of learning.
The Internet has made online learning possible, and many researchers and educators
are interested in online learning to enhance and improve student learning outcomes
while combating the reduction in resources, particularly in higher education. It is
imperative that researchers and educators consider the effectiveness of online learning
compared to traditional face-to-face format and the factors that influence the
effectiveness of online courses. This study examines the evidence of the effectiveness
of online learning by organizing and summarizing the findings and challenges of online
learning into positive, negative, mixed, and null findings. Particular attention is paid to
the meta-analyses on the effectiveness of online learning, the heterogenous outcomes
of student learning and the endogenous issue of learning environment choice. Taken as
a whole, there is robust evidence to suggest online learning is generally at least as
effective as the traditional format. Moreover, this body of literature suggests that
researchers should move beyond the “no significant difference” phenomenon and
consider the next stage of online learning.
Barbara Means, Yukie Toyama, Robert Murphy, Marianne Baki Teachers College
Record 115 (3), 1-47, 2013 Background/Context: Earlier research on various forms of
distance learning concluded that these technologies do not differ significantly from
regular classroom instruction in terms of learning outcomes. Now that web-based
learning has emerged as a major trend in both K–12 and higher education, the relative
efficacy of online and face-to-face instruction needs to be revisited. The increased
capabilities of web-based applications and collaboration technologies and the rise of
blended learning models combining web-based and face-to-face classroom instruction
have raised expectations for the effectiveness of online learning.