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RES850 Research Methods

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RES850 Research Methods

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Course Code: RES850
University: Grand Canyon University is not sponsored or endorsed by this college or university

Country: United States


Research Questions The author has used two Research questions to demonstrate the relations between the variables under study; personality traits, transactional distance and predictive of transactional distance in e-learning environment.
RQ1: Is there a important correlation between Five-Factor Model personality traits and transactional distance within the asynchronous video-based e-learning environment?
RQ2: Which personality traits forecast transactional distance as explored with regression analysis within the asynchronous video-based e-learning environment?
Describes the problem to address through the study based on defined needs or gaps from the literature.
Identifies sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers).
Provides research questions to collect data to address the problem statement.
Provides hypotheses with variables for each research question (quantitative) or describes the phenomena to be better understood (qualitative).
Describes the selected methodology and specific research design to address problem statement and research questions.
Provides one sentence statement of purpose including the problem statement, methodology, design, population sample, and location.
Describes primary instruments and sources of data to answer research questions.
Describes the specific data analysis approaches to be used to address research questions.

The paper makes an analysis of the given quantitative research study –” Relationships Between Learners’ Personality Traits and Transactional Distance within an e-Learning Environment” based on the 10 strategic points.
Point Description Location
Broad Topic Area  The main focus of the topic covers the association between FFM personality traits, transactional distance and analytics of transactional distance in e-learning environment.  A quantitative correlational study is carried out online using an interactive course. The relationship between transactional distance  and Five- Factor Model personality traits in an synchronized video e-learning environment. 140
Lit Review The author examines the earlier experiential studies on personality traits, transactional distance plus the prognostic of transactional distance.  The subject is useful particularly when discussing research questions and to demarcate the research scope.  The constructivist themes with a emphasis on interaction and psychological constructs  are common to Active learning theories and Transactional Distance Theory.
Problem Statement The author understands the narrow comprehension of the influence of personality traits, transactional distance and predictive of transactional distance. It was not understood earlier if personality traits correlate with a learner’s apparent transactional distance and to what degree. Thus, the awareness’ helps top narrow  down the research scope and help address the issue of how to align the diverse learning environments for individuals with different personality and match the learner with the suitable learning environments to maximize learning.
Sample There were of 98 online participants in the study research. The  individuals  who are eighteen years of age or older were involved in the study
Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative) The author presented the connection between learning and how to get information using the three-theoretical framework on e-learning; transactional distance, personality traits and predictive of transactional distance in learning. The Grounded theory is used in the qualitative design and it helps the author to hypothesize interactions in the variables based on the thoughts and opinions of the participants in the research. Big Five Inventory measured the FFM personality traits of Extroversion, Agreeableness, Openness, Conscientiousness, and Neuroticism. Structured Component Evaluation Tool  is used to measure the Transactional distance.
Methodology  & Design The qualitative method approach with a correlational design is used in the research together with inductive analysis. This approach is member friendly and thus one can expect better in terms of research expectations and results.
Purpose Statement The purpose statement restricts the precise area of the research and integrates the foundation for the study. The aim of the quantitative correlational study is to inspect the association between FFM personality traits and perceived transactional distance for learners in an asynchronous video-based e-learning environment
Data Collection Approach As the research study makes use of questionnaire, it is useful in gathering data from the online participants. Quantitative methodology with a correlational design was used in the study. The data was based on the completion of the Big Five Inventory, three modules of a video-based communications course, and the Structure Component Evaluation Tool (SCET), a measure of transactional distance (TD) which were completed by the participants. The high scores specify the small or the more desirable transactional distance. Pearson correlation analysis measured the relationship and Openness and Extroversion.
Data Analysis Approach The author uses analytic programs such as Regression analysis to examine the data. The Openness and Extroversion numbers exhibit significant positive correlations with SCET scores. thus, the transactional distance decreased with the strength of these personality traits. Pearson correlation analysis was employed for the first research question and regression analysis was used for the second. research question. The personality traits were predictive of TD, Extroversion and Openness and explained transactional distance variance independently. thus, the instructional designers must consider the importance of personality traits when creating and planning video-based instructional material. SPSS provided descriptive statistics for demographics and variables. Other comparisons such as ANOVA were used to address issues beyond the research questions.
The purpose of the research study was to inspect the association present between personality traits and the learner’s outcomes in a specific learning setting. The subject is important as while the relationship between personality traits of the learner and his outcomes has been established in earlier studies, the extent of the relationship had not been examined before and for the asynchronous video e-learning environment based on Factor Model personality traits. Various variables such as the transaction distance, learning outcomes, behavior and interactions are included in the study. The research questions are presented in detail and offer a good overview of the problem. Personal traits and transactional distance are the variables under study and these variables were used to define the level or degree of the connection between the personal traits of one in the evidence of transactional distance within a video–based eLearning condition. It is observed that the variables were used in the development of the hypothesis, that is the outcome on personal behavior because of the transactional distance. As the variables use used in the development of the research questions and the hypothesis statements, they are seen as the key component of the quantitative research. Those hypothesis problems form the foundation of the objective of the research. The results at the end of the research can help regulate if there is a link between the two variables. The variables and their nature control the data collection methods. Thus, due to the nature of the variables there is a need for the questionnaires and interviews. The variables and the hypothesis statements play an important role in addressing the problem.
Casteel, B.A. (2016). Relationships Between Learners’ Personality Traits and Transactional Distance within an e-Learning Environment. Grand Canyon University, 1(1), 1–259.
Article Citation Casteel, B.A. (2016). Relationships Between Learners’ Personality Traits and Transactional Distance within an e-Learning Environment. Grand Canyon University, 1(1), 1–259.  

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