Moves in Writing a Comparative Summary

Students’ Perception on Online Learning

1. INTRODUCTION

1.1. The chosen research topic discussed students’ perception towards online learning

quantitatively and qualitatively. Online learning has been around for a long time, even

before technology made it extremely accessible. It has gained immense popularity

among working professionals and students pursuing higher education. These

categories of online learners find immense benefit in the autonomy and flexibility that

these courses offer.

1.2. Practical Research 1 introduced the basic concepts of conducting research studies

as well as the two main categories of research methods which are quantitative and

qualitative. With the knowledge of research, we would be able to differentiate the

qualities of quantitative and qualitative research.

1.3. This comparative summary discusses the similarities and differences as well as

the chosen research studies’ strength and weaknesses.

2. BODY/ DISCUSSION

2.1. The Research Objectives

2.1.1. Study Objectives

2.1.1.1. Quantitative Objectives

2.1.1.1.1. Determine the students’ level of exposure to e-learning.

2.1.1.1.2. Investigate the effectiveness of using e-learning among secondary

school students.
 2.1.1.1.3. Determine the advantages and disadvantages of online e-learning.

2.1.1.2. Qualitative Objectives

2.1.1.2.1. To examine the quality of existing online education courses that

utilize the Internet as the primary instructional delivery method.

2.1.1.2.2. To examine students’ perception of the quality of online education.

2.1.1.2.3. To evaluate their programs based on the findings and

recommendations of this study.

2.1.2. One of the major points of both the objectives of the studies are to find out the

perception of students about online learning and its effectiveness.

2.1.3. Both the objectives of qualitative and quantitative research studies are to find

out what students think of online learning. The quantitative study focuses

more on discovering the advantages and disadvantages while the qualitative

study focuses more on the quality of education given.

2.2. The Research Methods

2.2.1. The qualitative research study made use of interviews, documentations, and,

observation. Each of the participants engaged in two interviews; one is

structured while the other is not. After the observations and documentations,

the researchers examined closely how similar and different were the answers

of the participants and aligned with what actually happens in online learning.

Meanwhile, the quantitative study made use of Likert survey and distributed it

to 45 secondary school students to answer. Afterwards, the researchers

interpreted the results.

 2.2.2. Qualitative and quantitative focuses and deals with different ways of

conducting a data in nature, which was why the qualitative made use of

interviews, documentations, and observation while the qualitative made use of

the Likert survey.

2.3. Significant Results, Conclusion, Implications, and Recommendation

2.3.1. Presenting the Summary while Comparing/ Contrasting

2.3.1.1. The quantitative research study’s result showed that most of the

respondents preferred to learn via online because it provided them greater

flexibility to select either instructor-led or self-study courses, the highest

percentage of places where the students got access to computers is at home

with 39.2% while the least is at cyber cafes with 16.81%, and the highest

percentage of preference types of e-learning that the students always used

when they studied was the Internet (32.88%) while the lowest type of e-

learning was using the online course with (2.05%). On the other hand, the

qualitative study’s result revealed that the participants have more positive

experiences then the negatives, the feeling of familiarity with the

instructor influenced students’ learning experiences, and most of the

participants answered moderate when asked to evaluate the overall quality

of online education they received.

2.3.1.2. The quantitative study presented that electronic learning or ‘e-

learning’ has been an influential mode of learning today. Moreover, it can

be concluded that the students were exposed to the e-learning in great

deal. The qualitative study presented that in the process of ensuring the
 quality of online education, the instructor plays a key role. Not only

because the instructor “faces” the students directly, but also because more

responsibility has been put on the instructor’s shoulder.

2.3.1.3. The qualitative study recommended that future research could be

done with a homogeneous group of students, using a larger sample size;

including more universities and colleges in the study while the quantitative

study did not have any recommendations.

3. CONCLUSION/ SYNTHESIS

3.1. Both studies were able to discover and discuss the struggles of students that could

help the administration to improve the quality education they’re giving to them. It

also acquired a deeper understanding of student’s perception of online education, and

how it affects the learning process.

3.2. The study showed strong points from the Qualitative Research methods that

revealed reliable data conducted through the analysis of interviews, observations, and

archival data. The weak points of the study are the lack of data of Quantitative

information, that cannot provide the same level of understanding that Qualitative

Methodology has.

3.3. Qualitative and Quantitative are significant because it expands further

comprehension of encounters, and context. It focuses on generating new information

and operationalizing the information in the reality complex.

References:

Samsuri, Nur & Ahmad Nadzri, Fazyudi & Rom, Kamarol. (2014). A Study on the Student's

Perspective on the Effectiveness of Using e-learning. Procedia - Social and Behavioral

Sciences. 123. 10.1016/j.sbspro.2014.01.1407.

Yang, Yi & Cornelius, Linda. (2004). Students’ Perceptions towards the Quality of Online

Education: A Qualitative Approach. https://files.eric.ed.gov/fulltext/ED485012.pdf.