Can you fix this so the overview, outline, summary and references are correct for this paper
SAMPLE LITERATURE REVIEW OUTLINE PAGE \* MERGEFORMAT 1 LITERATURE REVIEW OUTLINE8 Decision making about online or traditional higher education: Technology's effect on the social aspect of educationOnline learning versus Traditional/Conventional Learning: A Literature Review Outline Robert L. Pettit School of Education, Liberty University Author Note Robert L. Pettit I have no known conflict of interest to disclose. Correspondence concerning this outline should be addressed to Claudia S. Sample Email:
[email protected] Overview Technology has increasingly been employed in the learning system in many institutions. The rise of the Covid 19 pandemic has accelerated technological advancements even more. Notably, many higher learning institutions had hitherto applied digital learning to some extent, either fully or blended traditional education with the same. Even though technology faces a great deal of objection and mixed reactions as it gets installed into different areas of operation, the academic world is an exemption. It has welcomed change. With the rising Covid 19 conditions, even the elementary levels of education have appreciated the importance of digital learning. The fear is that traditional education is losing relevance due to the rise of the digital one. There is a sense of indifference amongst the teachers about whether one should embrace change or fall back to the traditional education method. This paper engages analysis on stages to establish the effectiveness of digital learning over formal education by looking at the connectivity of students globally and the link between courses. . A systematic review of the literature was conducted to explore the comparisons between online and traditional education. Finally, it examines the dynamics of relationships. This chapter will present a review of the current literature related to online versus traditional education outcomes. A systematic review of the literature was conducted to explore the comparisons between online and traditional education. With the reliance on hybrid and online education during the pandemic, it is essential to know if the needed educational outcomes and benchmarks are genuinely able to be achieved by students at every grade level. Higher education has been utilizing blended and hybrid education for several years with many successes. On the other hand, elementary-aged students had yet to explore this frontier until Covid pushed school districts across the globe to sink or swim in an online world. The intent of this side-by-side comparison involved focusing on three key areas that impact students' educational outcomes. The first section explores theories that are relevant to online and traditional education. We will also investigate the definitions of flipped, blended/hybrid, and traditional learning models and how they might impact academic outcomes for students. Lastly, we will investigate the gaps in the literature for future support about the continuation and effectiveness of online and face-to-face learning. This study will look at a 4th-grade student sample from one elementary school in Washington state to see how reading outcomes were met as the school district teaching expectations transitioned from online learning opportunities at the end of second grade to online instruction, then hybrid instruction which included both asynchronous and synchronous learning expectations during 3rd-grade. Theoretical Framework Theory of Learning (Anderson, 2011, Picciano, 2017) Theory of Behavioral Change (Bandura, 1977) Theory of Social Learning (Bandura, 1977) Related Literature Online Educational Benefits (Tumibay, 2021) Online Education Challenges (Donkin, 2017, Flieschmann, 2021, Mullen, 2020) Attitude and Online Education (Khanal, 2020, Vo , et al., 2017) Implementing Online Education (Quezada, et al. 2020)Comment by Laura Jones: The proper punctuation for when you have three or more authors is: (Author et al., YEAR). There is no comma after the author, no punctuation after et, and there is a period and a comma after the al. I won’t mark others but please correct all. Measuring Academic Achievements (Hew, 2018, Oraif, 2018, Susanto et al., 2020, Thai, et al., 2020) Technological Preparedness (Han & Rokenes, 2020, Purba, et al, 2019, Tamim et al., 2011, Uziak, 2018) Summary Online education is the new tune. Many learners have resorted to it as the work towards completing their studies was suspended by the pandemic. Besides, others have found it as a better platform to build their professional and career lives. Teachers have also found this technology employed in learning very useful. The reason being it can connect students from an unlimited geographical area before engaging them in learning. Even though technology installation could be problematic in the pedagogical environment, learners have appreciated its effectiveness. The findings have it that learners find no significant dissatisfaction in any of the two learning modes. As we advance, another advantage to online education is that it is low-cost and does not require a dedicated building or space. Finally, researchers have recently examined online education's validity and practical applicability, recognizing the vital role of asynchronous learning to support achievement and positive outcomes across multiple disciplines. Due to this, teachers will always want to keep up with digital learning because research findings vindicate that its merits outnumber the dysfunctions. It is, therefore, superior to the traditional education system. Thousands of people have turned to online education to complete their programs of study, advance in their careers, complete continuing education courses, or increase their knowledge base in various areas. Its impacts are many. It has opened education to many people who cannot attend a brick and mortar school, and it provides opportunities for teachers and students to develop technology skills. There are drawbacks; online education is not for everyone, and its success is often determined by the instructor's and students' attitudes and abilities. There is a distinction between online education and traditional education; additionally, there are different types of online education. Online Education is defined as media-based, remote, or asynchronous and supported by various instructional systems. It can also be defined as a formalized teaching and learning system because students learn through electronic media and the Internet. Another advantage to online education is that it is low-cost and does not require a dedicated building or space. Finally, researchers have recently examined the validity and practical applicability of online education, recognizing the vital role of asynchronous learning to support achievement and positive outcomes across multiple disciplines. This last year has highlighted several flaws in mass implementation and supports the need for further investigation of teaching models and future studies to measure the success or failures of Online Education. Success is primarily determined by the attitudes of the teachers and students involved in online education and the support given in their home and work environment. Many nations have succeeded in developing successful systems and implementing them where appropriate, while others have failed to do so. Regardless, online education is an essential addition to the world of academia and deserves a place in the educational options available to all students. References Anderson, T. (2011). The theory and practice of online learning (2nd Edition). Edmonton, AB: AU Presss. Comment by Laura Jones: Book and report titles should be in italics (Chapter 9, 9.28). Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. Donkin, R., & Askew, E. (2017). An eEvaluation of fFormative "In-Class" versus " eE-lLearning" aActivities to bBenefit sStudent lLearning oOutcomes in bBiomedical Sciencessiences. Journal of Biomedical Education, 2017, 1–7. https://doi.org/10.1155/2017/9127978Comment by Laura Jones: Only the first word of the article title and subtitle is capitalized. Subtitles are indicated by the presence of a colon (Chapter 9, 9.25). Fleischmann, K. (2021). Hands-on versus virtual: Reshaping the design classroom with blended learning. Arts and Humanities in Higher Education, 20(1), 87–112. https://doi.org/10.1177/1474022220906393 Han, H., & Røkenes, F. M. (2020, November). fFlipped cClassroom in tTeacher Education: A cScoping rReview. In Frontiers in Education (Vol. 5, p. 221). Frontiers. https://doi.org/10.3389/feduc.2020.601593 Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 38-38. https://doi.org/10.1186/s12909-018-1144-z Khanal, R. (2020). An iInvestigation of the eEffectiveness of fFlipped classroom teaching in project management course: A case study of Australian Higher Education. PUPIL: International Journal of Teaching, Education and Learning, 4(2), 348-368. - https://doi.org/10.20319/pijtel.2020.42.348368 Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001 Mullen, C. A. (2020). Does modality matter? A comparison of aspiring leaders' learning online and face-to-face. Journal of Further and Higher Education, 44(5), 670-688. https://doi.org/10.1080/0309877X.2019.1576859 Oraif, I. M. K.. (2018). An Investigation into the Impact of the Flipped Classroom on Intrinsic Motivation (IM) and Learning Outcomes on an EFL Writing Course at a University in Saudi Arabia Based on Self-determination Theory (SDT). Retrieved from https://hdl.handle.net/2381/42165 Is this a journal or online article? Not sure from the reference formatting. Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190. doi: 10.24059/olj.v21i3.1225 Purba, L. S. L., Sormin, E., Harefa, N., & Sumiyati, S. (2019). Effectiveness of use of online games kahoot! chemical to improve student learning motivation. Jurnal Pendidikan Kimia, 11(2), 57-66. https://doi.org/10.24114/jpkim.v11i2.14463 Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: a teacher education programme's response to COVID-19. Journal of Education for Teaching, 1–12. https://doi.org/10.1080/02607476.2020.1801330 Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and pPedagogical mModels: aAnalysis of f Factors and mMeasurement of lLearning oOutcomes in eEducation. Journal of Ethnic and Cultural Studies, 7(2), 1-14. http://dx.doi.org.ezproxy.liberty.edu/10.29333/ejecs/311 Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of eEducational rResearch., 81(3), 428. http://dx.doi.org.ezproxy.liberty.edu/10.3102/0034654310393361 Thai, N. T. T., De Wever, B., & Valcke, M. (2020). Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning.