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Doctoral Writing and Inquiry into Research Assignment 3

Park E. Johnson III

Department of Education, Aspen University

DJS8: Doctoral Writing and Inquiry into Research

Dr. Daniel Smith

April 19, 2021

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Rapid transition to distance learning due to COVID-19: Perceptions of

postgraduate dental learners and instructors
What hypothesis was being tested by this data?

In this study the authors, Rad, Otaki, Baquain, Zary, and Al-Halabi, investigated the

perceptions of postgraduate dental learners and instructors regarding the very impromptu and

abrupt transition to total distance learning during the current global pandemic. The hypothesis

is clearly stated, “…in this study, we strive to address the following research question: how was

the rapid transition to distance learning due to COVID-19 perceived by postgraduate dental

learners and instructors?” (Rad et al. 2021).

What scale of measurement was used and how do you know? Was this a quantitative or

qualitative study?

The ratio scale, which is a scale of measurement with rank ordering, equal intervals, and

an absolute zero point (Christensen et al. 2020), was the predominant scale used in this

particular study. But this study was “a multi-phased mixed methods convergent study design”

(Rad et al. 2021) which means this research was conducted with both qualitative and

quantitative components which lead to a portion of the data using a nominal scale. A nominal

scale uses symbols, such as words or numbers, to classify or categorize measurement objects

into groups or types (Christensen et al. 2020). The evidence for concluding the qualitative

portion of the study was performed with a nominal scale was derived from reading the data

analyses sections where it spoke of “the thematic analysis result[ing] in four interrelated

themes: ‘Factors that worked to the benefit of the stakeholders’ and ‘Factors that the

stakeholders were not in favor of,’ ‘Modifications in learning or teaching’, and ‘Lessons learned
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and suggestions for the future’.” These themes were then truncated in title to the following

conceptual framework: Advantages, Challenges, Lessons learned & Suggestions for the Future,

and Modifications in Learning or Teaching (Rad et al. 2021). As far as the quantitative portion

being measured in a ratio scale, the selections of each of the eight components was collected

via the answer “yes” or “no” which translated binarily to 1 or 0 respectively.

What sampling method was used and how do you know? Was this or was this not a

reasonable method for this experiment?

The sampling method used in this particular study was a biased sample as evidenced in

the context of the study:

This study was undertaken at Hamdan Bin Mohammed College of Dental Medicine

(HBMCDM) at Mohammed Bin Rashid University of Medicine and Health Sciences

(MBRU), Dubai, UAE. HBMCDM is a new postgraduate dental school, launched in

Academic Year 2013 – 2014, that offers three-year full-time specialty dental

postgraduate programs in endodontics, orthodontics, pediatric dentistry, periodontics,

and prosthodontics.

Both groups of stakeholders, instructors and learners alike, were involved in the study and data

were collected from both. Even though a singular college was studied with a singular specific

field of study (dentistry), “researchers and readers of reports can make generalizations based

on what the famous research methodologist Donald Campbell called proximal similarity”

(Christensen et al. 2020). I consider this a reasonable method for this experiment when

accounting for the recent nature of the study and impact on education which COVID-19 had

and still has. This experiment and the second experiment analyzed in this paper are probably
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just the beginning of studies of this nature regarding COVID-19’s collision with culture and

education globally.

Based on the information provided, what aspects of the experiment would suggest the

results are valid or invalid?

According to Christensen et al. (2020), “Evidence of validity is obtained by developing a

theory about how a test or instrument should operate if it is working correctly, and then the

theory is tested to obtain the evidence.” In the research design section of the study, the

authors described a multi-phased mixed methods convergent study design where they

integrated the generated information which they expected would raise the validity of the

study’s findings. “The interpretation of the integrated information led to the generation of

knowledge, which constituted the last phase of the research design” (Rad et al. 2021).

What, if any, safeguards or permissions would be required for such an experiment? Explain

your answer and provide supporting citations.

According to Rad et al. (2021):

The data was collected using a survey that was designed specifically for this study.

Participation in this data collection initiative was completely voluntary. The privacy and

the data confidentiality of the learners were protected, and no personal identifiers were

recorded. Each of the 71 participants was given a unique identification number. The

unique identification numbers were complimented with ‘R’ for the 53 learners, and ‘I’

for the 18 instructors. This study has a few limitations. In alignment with the principles

of the Institutional Research function, complete anonymity of the participants was

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maintained. Therefore, the gender, age, and current level in the participants’ respective

programs were not recorded.

This is evidence of safeguards and permissions both, as noted within the study by the authors

Rad et al.

Emergency Online Learning: College Students’ Perceptions During the

COVID-19 Crisis
What hypothesis was being tested by this data? Explain why you believe that.

In the introduction of the study the following research questions were posed by

Gonzalez-Ramirez, Mulqueen, Zealand, Silverstein, Reina, BuShell, & Ladda (2021):

a) To what extent did students experience burnout as a result of the transition

from on-campus to online learning in the face of COVID-19?

b) How did students perceive the effectiveness of face-to-face and remote

learning?

c) What changes and problems did students face during the remote portion of the

semester?

d) Were certain groups of college students more impacted than others during the

transition from on-campus to online learning as a response to COVID-19?

These questions are evidence to me of the hypothesis or research question(s) for this particular

study.

What scale of measurement was used and how do you know? Was this a quantitative or

qualitative study?
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The scale of measurement used in this particular research paper was the ratio scale

“which has an absolute zero point as well as the characteristics of the lower-level scales”

(Christensen et al. 2020). The sampling questions ranged from zero to six in answer numericity.

The nature of the survey and its data collected were quantitative in both sections.

What sampling method was used and how do you know? Was this or was this not a

reasonable method for this experiment?

According to Gonzalez-Ramirez et al. (2021):

These researchers designed an online survey in Qualtrics, focusing on population of

students enrolled in seven courses offered at the undergraduate education or business

schools at a small private college in an urban setting. The survey was distributed to 294

students via Moodle, a learning management system used by the college, or via email by

each professor. Consent occurred prior to the beginning of the survey in accordance

with the college’s IRB protocol.

This method of sampling seems reasonable to me because it was voluntary and consent was

given prior to taking the survey, and since it was through an online platform, it was neither time

consuming for the research group nor as time consuming for the student. This method of

sampling also provided greater anonymity as others didn’t see students standing in line, sitting

at tables, or otherwise engaged in filling out paper surveys.

Based on the information provided, what aspects of the experiment would suggest the

results are valid or invalid?

The aspects of the experiment suggesting validity of the results include the means and

standard deviations from the Maslach Burnout Inventory General Survey Scales (MBI-GS(S)) and
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the Ordinary Least Squares (OLS) results for the Exhaustion Scales. Between these two

subsections, measurements were taken on the outcomes of the burnout scales, specific

changes students experienced as the semester moved online, those associated with a different

learning environment, social interactions, motivations, and habits (Gonzalez-Ramirez et al.

2021). The student burnout section examined exhaustion, cynicism, and professional efficacy

and compared them to two databases and two other studies from 2018 and 2007.

What, if any, safeguards or permissions would be required for such an experiment? Explain

your answer and provide supporting citations.

I believe the authors of the study implemented the best safeguards and permissions for

this particular sampling. As stated before, “Consent occurred prior to the beginning of the

survey in accordance with the college’s IRB protocol.” As well, “139 students participated in the

survey, for a response rate of around 47 percent. However, 16 students did not finish and two

did not complete all the demographic questions, reducing the sample size to 121.” The

demographic section was filled out dichotomously, either 1 or 0. This anonymous data

collection was in regards to the following:

 Female / Male

 White / Non-white

 Latino / Non-Latino

 First Generation / Not First Generation

 Urban / Rural or Suburban

 Commuter / Resident

 Freshman
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 Sophomore

 Junior

 Senior

 School of education and Health / Other schools

The study did have limitations in the form of random sampling procedures not conducted;

recruitment of participants was done by invitation, reducing the generalization of the results

(Gonzalez-Ramirez et al. 2021).

Compare and contrast both studies and explain the similarities and
differences.
In comparing the two studies, both used online surveys to sample the respective

stakeholders which also embedded consent before the ensuing questionnaire was answered /

viewed. As well, both used surveys tailored to their respective college students and both

sample groups were relatively small, less than 150 participants each. Both studies focused on

student perceptions during the abrupt change from in-person classes to strictly online distance

learning resulting from the COVID-19 global pandemic. Both studies were local to a singular

campus and both had quantitative ratio scale measurements.

In contrast, though, Rad et al. included in their study the professors’ / instructors’

outlook / input while Gonzalez-Ramirez et al. only surveyed students. Rad et al. focused on

postgraduates for the student population, while Gonzalez-Ramirez et al. focused on

undergraduates. Rad et al. surveyed a dental college in Dubai, United Arab Emirates while

Gonzalez-Ramirez et al. surveyed students in both the school of education and health and the

school of business in Riverdale, NY, USA. Rad et al. also included a qualitative component
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forming a multi-phased mixed methods convergent study design, while Gonzalez-Ramirez et al.

was solely quantitative in nature. The study conducted by Rad et al. focused more on the

positive features which were derived from the experience where they stated in the conclusion:

The abrupt transition to distance learning was perceived favorably by the involved

stakeholders at the respective College. This unexpected change entailed overcoming

plenty of challenges, but also uncovered substantial opportunities that are worth

capitalizing upon in health professionals learning and teaching. The lessons learned and

the first-hand knowledge that stakeholders acquired from the reaction to the onset of

the pandemic can be leveraged into innovatively develop and reinforce postgraduate

dental curriculums. (Rad et al. 2021).

Conversely, the study conducted by Gonzalez-Ramirez et al. states:

Acute or chronic change acts as a powerful impetus for stress and burnout. Common

stresses of college life include students’ own transitions of maturity, from first year

adjustments, to issues of academic and social issues as sophomores or juniors, to

seniors’ concerns of post-graduation plans. In addition to typical stressors, the

devastating pandemic and the move to online learning affected burnout, which was

measured by three scales: exhaustion, cynicism, and professional efficacy. (Gonzalez-

Ramirez et al. 2021).

I believe both studies bear further investigation. I see that they both opened doors to

further study into the impact of such an abrupt change and can foster development of new

best-teaching practices for such times as these. All teachers / instructors / educators /

professors, etc. across the globe have new insight into the online or distance learning platform,
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potential threats to academic integrity, potential strengths to build upon in reaching non-

traditional students, and more can be gleaned from these pioneers and now new experts in

crisis based education.

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References

Christensen, L., Johnson, R., Turner, L., (2020). Research Methods Design and Analysis, 13 th

Edition. Pearson.

Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Reina, C., Bushell, S., Ladda, S.,

(2021, Spring). Emergency Online Learning: College Students’ Perceptions During the COVID-19

Crisis. College Student Journal, 55(1), 29-46.

Rad, F.A., Otaki, F., Baqain, Z., Zary, N., Al-Halabi, M., (2021). Rapid transition to distance

learning due to COVID-19: Perceptions of postgraduate dental learners and instructors. PLoS

ONE, 16(2). https://doi.org/10.1371/journal.pone.0246584