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Introduction and Statement
of the Problem Instructions
Introduction:
Following
Creswell’s guidelines (see chapter 5) and guidance provided in the Qualitative
Dissertation Template in chapter 1, write an introduction for your proposed
dissertation topic. The introduction must
create reader interest, state the problem, provide a foundation for the problem
that necessitates the research, briefly overview the context of literature in
which the research is founded, and identify the significance of the research
(e.g., implications for practice, policy, stakeholders, advancing the body of
knowledge on the topic). The introduction must be 350–500 words.
Statement of the Problem:
Write
a Statement of the Problem for your proposed study. In 250–300
words (1 focused paragraph), lay out the particular issue or problem
your study is investigating. Include a minimum of 5 recent (published within
the last 5 years) citations demonstrating that the problem is current and
derived from a review of the literature on the topic. Creswell provides the following
guidance:
·
Clearly
identify the research problem.
·
Indicate
why the problem is important.
o Justify the importance of the research
problem based on the literature (include citations).
o Identify deficiencies (gaps) in the
literature.
o Distinguish between past studies and
your proposed study.
·
Refer
to the literature by summarizing groups of studies (synthesize, don’t summarize study after study).
·
Be
sure to frame the problem consistently.
·
Conclude with a focused statement articulating the
problem, beginning with the phrase, “The problem is...”
Using Students' Feedback to
Reevaluate Online Course Quality
Student’s Name
Institutional Affiliation
Using Students' Feedback to Reevaluate Online Course
Quality
Introduction
Feedback refers to a communication process in which
people are asked questions or clarify information to enhance comprehension. Leibold
and Schwarz (2015) defined feedback as an exchange of information between a student
and a tutor regarding a course activity that would lead to better education
outcomes. For the objective of this study, feedback denotes communication of
information from students that allows educators to analyze information, develop
self-knowledge and identify further teaching goals (Cesa-Bianchi, Gaillard,
Gentile, & Gerchinovitz, 2017). Receiving feedback lets instructors gauge
the progress of students and consider alternative learning strategies.
Enhancing students’ autonomy encourages meaningful education process, making it an essential focus for higher learning. Gray and DiLoreto (2016) determined that active participation of students in academic activities results in meaningful teaching achievements. Besides, Murray (2019) concluded that...