Online Instruction and Classroom Instruction in America (Essay Sample)

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Online Instruction and Classroom Instruction in America
Introduction
Online and classroom instruction have evolved to encompass a variety of technology related programs. The fundamental hypothesis of both online and classroom instruction use in the American education system is to widen education accessibility. It also aims at improving the quality of education through the utilization of advanced and up to date technology in meeting specific learner’s requirements (Bourne and Janet 110). The flexibility and freedom attached from attendance and time requirements afforded by both online and classroom instruction is one of the most-significant appeals for many American learners (Bourne and Janet 110). The topic is universal since it addresses both perspectives of online and classroom instruction in an American context. It will consider the fact that both online instruction and classroom instruction provide different learning and teaching methods that influence students learning capability.
The research topic is to cover the additional motivation and efforts in online instruction compared to the classroom. This will also include the related factors that influence the efficiency in catching up with coursework. It intends to establish the facts as to why modern American students expect learning environments to accommodate both classroom and online instruction as an intrinsic part of education success (Bourne and Janet 110). The study is focusing on major findings from past online and classroom instruction approaches in the American education system.
Review of literature
Academic literature in relation to learning environments impact and learning outcomes has been under constant exploration. Cases of online and classroom instruction approaches in America have been providing different learning and teaching methods (Pitler 139). This has influenced students significantly in their effort to acquire education. In online instruction, there are relative factors such as student motivation that has been put to task since most of the students tend to lose focus easily. Course materials should be motivational and interesting with periodic checks made through the instructors. With classroom instruction, balanced view of development in literacy defines the course of progress through strict adherence to the perspective of traditional classroom learning (Pitler 139). In the American education system, communication and collaboration is a significant challenge in online and classroom instruction. Marzano et al. (49) and Pitler (139) argues that instructors have been experiencing a difficult time ensuring the every student understands and engages in the course materials. This study will elaborate on why such results probably lower the performance of students in coursework (Marzano et al. 49; Pitler 139).
According to Pitler et al. (89), the utilization of programs such as blackboard has assisted in improving online learning immensely. Such tools aid most of the instructors in developing elaborative courses that are challenging, interesting and personal since various features are administered. Blackboard also facilitates a beneficial system designed to detect plagiarism (Pitler et al. 89). This has assisted in preventing issues of academic dishonesty in the American education system. It has been under regular debates among students and teachers at every level in the system. Online instruction has an added advantage for most of the students (A Comparison of Online Instruction versus Traditional Classroom Instruction in a Wellness Course 76). This is since student-teacher interaction is limited. Students learn less about one another, mostly in a virtual classroom. Most of the students have proven to be skeptical about such ideas. As a result, some of the students may have the capability of learning better in classroom format where the structural environment is guaranteed (Steinbronn and Eunice 268). The two instruction approaches influence student’s decisions about their progress with education.
Research questions
The study will involve questions to provide the necessary guidance and limit the research scope of the topic variables. The questions include:
How does online and classroom instruction help engage American students and support their related relative academic success?
How are online and classroom instruction being combined to be effective?
Why classroom instruction is deemed more useful compared to online instruction approach?
Is online and classroom instruction meeting unique students' education needs as expected?
What curricula contents are under utilization in both online and classroom instruction, in the American education system?
Why classroom instruction has become the most-vital approach of a rewarding education in America?
Can both online and classroom instruction approaches accommodate learners from different backgrounds?
How are communication and collaboration a significant challenge in online and classroom instruction?
How do teachers integrate and use technology in the classroom and online learning?
Why do modern American students expect learning environments to accommodate both classroom and online instruction?
Methodology
The research study will use qualitative data located through a comprehensive search of the publicly available American education system literature published from 2008 to date. The purpose of this study is to establish the progress of students in online and classroom instruction in terms of efficacy in American schools. This chapter of the study focuses on the procedures used in searching for, screening and coding the controlled studies on the aspect of online and classroom learning. The products will then be used in the analysis and literature review. The qualitative assessment done of the data collected will be conducted through Likert scales to enable the determination of both instruction modules on learning technical proficiency. It will also be applicable in gauging the understanding of participants on online and classroom instructions. Open ended-surveys will provide the qualitative data required to determine the impact of the two systems on the progress of students (Ndon 539; Pitler et al. 89).
The study also utilizes student performance records from various learning institutions as well as student survey responses. Student’s participation in the survey is voluntary and anonymous. In the provision of comparable learning experiences across the two modes of American education system teaching, the structure and content of the two classes will be designed to have relative similarities (Bourne and Janet 110). The students from both systems will have access to the blackboard system. The major difference that arises from online and classroom instruction is the mode of interaction used between students and instructors (Bourne and Janet 110). This study explores two essential hypotheses:
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