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Virtual Learning Environment in K-12 Education Education Bibliography (Annotated Bibliography Sample)


Week 6 - Assignment: Compose Annotations of Research Studies

This week, you will draw on your references gathered during this course, and any other references from other courses related to the topic of your research review, to compile an annotated bibliography. Be sure to make use of your new note-taking skills when preparing the information in the annotated bibliography and follow APA form and style in preparing the bibliographic information. Include a title page indicating the topic of the assignment; but beyond that, there is no need for an introduction or a conclusion, as annotations have a unique style of their own. Use the framework of headings outlined this week. The headings should be bolded, and the annotations need to be double-spaced.
Your annotated bibliography should include at least three entries following the four-part outline provided this week. These would be bolded and on the left margin. Use the suggested template to help with the assignment.
Type and Purpose
Findings and Conclusions
Length: Each annotation should be 300-500 words or 1–1.5 pages; total length for three annotations would be 3-5 pages, double-spaced.
References: Include a minimum of 3 peer-reviewed scholarly resources
Your response should reflect graduate-level writing and APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.


Annotated Bibliography
Virtual Learning Environment in K-12 Education
Name of student
Institutional Affiliation
Name of Professor
Annotated Bibliography
Alves, P., Miranda, L., & Morais, C. (2017). The Influence of Virtual Learning Environments in Students' Performance. Universal Journal of Educational Research, 5(3), 517-527.
The article focuses on the relationship between the application of a virtual learning environment (VLE) and the performance of students. The overriding purpose of the article was to obtain indicators that would help comprehend the relations between the integration of virtual learning environments and the performance of students. The idea to establish the frequencies concerning the access of virtual learning environments and to evaluate the consequences of such integration denote challenges to which researchers and educators attempt to respond to understand students better and eventually develop strategies that meet their interests and needs.
The authors employed a quantitative study with descriptive features incorporating data derived from experimental and literature research using a sample of about 6300 undergraduates. The information was extracted from the virtual learning environment and learner registration system databases using the analytic procedures of learning. In the end, Alves and colleagues found that there were relatively positive indicators concerning the success of students to the access of the virtual learning environment as well as the connection between such access and their academic performance. The authors concluded that the number of access to VLE remains diversified and had a positive influence on student’s performance.

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