Order DescriptionPlease, I need the manuscript by March 13 11:59pm EST, the PPT slides can be uploaded by March 14, 3pm EST. Please.

Assignment One: Manuscript for Professional Publication

Course: EDUC 919 – Professional Writing and Research

Overview: As a doctoral student and teaching professional you are encouraged to publish in scholarly journals. One of the responsibilities of holding an advanced degree is to be a leader in your field. The best way to accomplish that goal is to be published.

Requirements:

Based on your dissertation topic, write a “literature review” to be submitted to peer-reviewed journal. The article should be thought provoking and have a unique perspective or insight into a current educational topic. The manuscript should be original and firmly grounded and supported by research. Do not just regurgitate existing literature. Unlike your Dissertation’s Literature review, a journal article literature review synthesizes the literature and is succinct and to the point. Begin by identifying the topic area and its importance to the educational field.

Green, Johnson and Adams describe a literature review as “a type of research article published in a professional peer-reviewed journal. The purpose of a literature review is to objectively report the current knowledge on a topic and base this summary on previously published research. A literature review provides the reader with a comprehensive overview and helps place that information into perspective.”

Source: https://www.lib.ucdavis.edu/dept/instruc/files/finding-literature-reviews.pdf

Helpful Hints:

1) Log into the LU Library and search the keywords “literature review and education” in the LU Library to get an idea of what a literature review article looks like.

2) Review the following websites:

https://www.duluth.umn.edu/~hrallis/guides/researching/litreview.html
Assignment Two: Literature Review PowerPoint® Presentation

Course: EDUC 919 – Professional Writing and Research

Overview: For this assignment you will complete a “literature review” on your dissertation topic and share your literature review with the class using PowerPoint®. The purpose of this assignment is to help you develop a complete and comprehensive “Chapter Two” of your dissertation.

Just to give you an idea of where we are headed in this course, you will complete Chapter 1 (Introduction), Chapter 2 (Lit Review min. of 15 pages) and Chapter 3 (Methodology) of your draft Prospectus.

Requirements:

1. Create a PowerPoint® presentation of Chapter One and submitted via Black Board.

2. I will be looking for the following sections:

I. Title page: Standard APA format

II. Introduction: Catch your audience’s attention by using a “hook.” Convince them that your topic or issue is important. Support your claims with at least 3-5 recent (within 5 years) peer-reviewed journal articles.

III. Historical context: Give a brief historical overview of the topic leading up to the present-day. The historical overview should help orientate your audience in terms of how the issue developed over time from past to present-day. Support your claims with at least 5-7 peer-reviewed journal articles or scholarly books, etc… Sources may be older than 5 years old for this section.

IV. Social context: Explain how the issue affected the society, community, education system, etc. Support your claims with at least 3-5 peer-reviewed journal articles or scholarly books, etc… Sources may be older than 5 years old but more current literature is expected.

V. Theoretical context: Identify the theory underpinning the issue. Make it clear how the theory(s) are relevant to the study and how they will guide the research questions. Support your claims with at least 3-5 peer-reviewed journal articles or scholarly books… Sources may be older than 5 years old but more current literature is expected.

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REVISION INSTRUCTIONS:

Revision by Saturday afternoon: You have a very good start on a good manuscript. Consider the comments above and work at refining. Good, but look to bring in Theoretical sooner in the manuscript. Also, consider honing in onone ortwo main theories instead offour. Be cautious of the trap that many of us fall into: A string of summarized articles. Work at blending these paragraphs instead of just reporting on the studiesone-by-one A study by Bolley (2013) sought to examine the effects of blended learning on math achievement among 9th grade students who had problems with mathematics. The research sought to examine the effectiveness of blended instruction among students with difficulties in learning Algebra. It targeted 300 students inthree classes in a single high school in Arizona. The study employed a pre-and post-test approach to assessing changes in achievement. Further, Bolley assessed changes in grade level achievement using a district provided benchmark test. The results indicated that there were no differences in achievement between the classes that received blended learning and those that did not. However, the study was limited by the inability of the research to manipulate the independent variable. Online learning was only added to the traditional instruction, which further hampered the validity of the research. However, the attitude of the students who experienced blended learning was more positive as compared to that of those who experienced traditional instruction. The scholars controlled the content and the mode of… I would develop on the attitude more. This is a rather common theoretical construct. Also, if BL is helping or hurting attitude, it is valuable to know that. The best approach to enhancing the adoption of blended learning is to explain how it could benefit both the students and the institutions. – Boone (2015) suggests that administrators in these education organisations should various tools of power. Such tools include joint decision in committees that elaborate how well the adoption of blended instruction will enhance achievement and promote the welfare of students. Further, administrators may elaborate how blended instructions enhance student centric learning. On the other hand, administrators can appoint individuals who will be responsible for rolling out blended learning at experimental stages to determine how effective it will meet the goals if the institution. The best approach to enhancing the adoption of blended learning is to explain how it could benefit both the students and the institutions. In clear terms, administrators should explain to stakeholders how they will benefit from the implementation of blended learning. After gaining approval, the administrators should move forward and implement blended learning. Theory of Self-Regulated Learning The theory of self-regulated learning emerged in the 1960’s through the work of Zimmerman (1989). Lynch and Dembo (2004, p. 2), define self-learning as “the extent to which learners are meta-cognitively, motivationally, and behaviourally active in achieving their goals (as cited in Hallam, 2015, p. 29).” Self-regulation is an important component of the learning process as it determines the extent to which students will concentrate on their studies. According to the theory, a self-regulating learner isone that can deploy various learning strategies to complete tasks or solve problems, set learning objectives, seek assistance where the problem arises, and monitor their time, as well as, their activities (De George-Walker & Keeffe, 2010). Blended learning shifts study responsibilities to the student, and its success is largely affected by the ability of a learner to regulate his or her learning activities (Bonk & Graham, 2006). However, blended learning also enhances self-regulation among students. With blended instruction, much of the decisions on learning are shifted to the student. The shift is essential as it forces student to exercise their responsibilities (Garrison & Vaughan, 2008). Furthermore, blended learning encourages students to build their self-regulation skills. When given the chance to choose either to manage their time appropriately or fail their course, students are more likely to choose proper management of their time (Eyyamm & Yaratan, 2014). Drop thisone Theory of Student Centred Learning Can you show that any of these theories are being applied to BL in other literature? The theory posits that motivation can either be the result of the attitude of the learner, for example, when a student is excited by new technology or the result of the environment itself, for example when a student is given access to new technology as a result of implementation of blended learning (Means, Toyama, Murphy, & Baki, 2013). Keller (2008) noted that the inclusion of technology in traditional mortal and brick classrooms, offers new opportunities that have not been explored before. She further noted that blended learning supports motivational strategies, either by reducing distractions as blended learning frees students from social distractions and is exciting, -or by enhancing relevance through to its flexibility. (Your Theoretical framework is greatly enhanced when you can show that these theories are being applied to BL elsewhere.) (Yes. So, you need to really work on showing exactly what aspects of BL are increasing learning. Are we using technology just because we can?) Theoretical framework: I need constructivism and blended learning theories Remove theoretical framework:Cognitive Load Theory A few APA issues. Improve citations. Future research will be aided by further stabilization of the concept of blended learning that will allow researchers to study it from a single point of view, rather than from the current view that is fragmented. The benefits of the system as depicted by the theories of instruction suggest that with proper implementation, blended learning could be the answer to the chronic underperformance in American schools. On the other hand, a systemic review by Means, Toyama, Murphy, and Baki (2013) sought to evaluate studies that focused on the comparison of student achievement under traditional and blended learning environments. The analysis evaluated 45 studies that utilized either quasi-experimental or pure experimental approaches. Most of the studies focused on students in post-secondary studies with a few of them focusing on students in gradesone through 12. Means and colleagues found out that those students who experienced blended learning were more likely to achieve higher grades than their colleagues in traditional learning environments. However, the scholars indicated that the studies examined in the systematic review had significant limitations. Some of the drawbacks included differences in resources, interactions, and activities between the test and control groups in the examined studies. Ilic, Nordin, Glasziou, Tilson and Villanueva (2015) studied the effects of instructional approaches on the attitude of learners in the medical field. Notably, 147 trainees were randomly assigned to the control group and the experimental group. The performance was evaluated by a multiple-choice exam developed and validated by the scholars. Students’ attitudes were assessed using self-administered questionnaires and group discussions. The researchers found out that there was no statistically significant difference in achievement between those who experienced traditional learning and those who experienced blended learning. However, the attitude of the students who experienced blended learning was more positive as compared to that of those who experienced traditional instruction. The scholars controlled the content and the mode of instruction of both approaches. As such, the changes in attitude could have emerged as a result of differences in the efficiency of thetwo models. (need citiations) Furthermore, most studies lack an operational definition of blended learning… (Correct. So it’s vital that you define it and then be able to quantify BL. Think of BL as a variable that you want to measure. How would that be accomplished?) The research on the impact of blended learning versus traditional learning is conflicting (Carpenter, 2015; Thang et al., 2013; De George Walker & Keeffe, 2010). Although various studies report enhanced achievement among students in blended learning environments, problems with the validity and transferability of these studies have been recorded. Some of these crucial problems include failure of studies to differentiate between technology-enhanced traditional approaches and blended learning as well as the inability to control the learning environment (Rosen & Beck- Hill, 2012; Carpenter, 2015; Guri-Rosenbli & Gros, 2011). Furthermore, most studies lack an operational definition of blended learning. behaviourally active” in pursuing their education goals. A self-regulating learner isone that can…. Your argument hinges on your being able to show WHY blended learning can make more self-directed learners than traditional ed. What theory can you bring in tosupport self-directed learning? However,one core challenge that impedes the success of blended learning, especially in middle school is self-regulation among the students. Lynch and Dembo (2004, p. 2) define self-regulation as the extent to which students are “metacognitively, motivationally, and behaviourally active” in pursuing their education goals. A self-regulating learner isone that can deploy various learning strategies to complete tasks or solve problems, set learning objectives, seek assistance where the problem arises, and monitor their time, as well as, their activities. Since blended learning shifts learning responsibility to the learner, lack of self-regulation on the part of the student can have a detrimental impact on the success of this form of edification (Carpenter, 2015; Oliver & Stallings, 2014). If more time is allowed for online activities, it is likely that students will deviate from learning and engage in other activities that are not related to the topic, for example, playing games. (self-regulation isn’t my focus) Good. You bring out several positive aspects. However, you’re missing some Theoretical constructs. You must answer the question of “why should we care about BL” from a theoretical basis. Blended learning modalities provide students far greater control over the learning experiences as compared to traditional approaches (Oliver & Stallings, 2014). Students are capable of initiating teacher-student interactions, even after exiting the formal instruction environment. Furthermore, learners can control and experience content, whenever, wherever, and at whichever time they want (Smith & Suzuki, 2014; Carpenter, 2015). Besides, learners can interact with their peers on the same platform thereby increasing the probability of successful collaboration (Carpenter, 2015). Students can also access courses and materials that may not be normally available to students under traditional learning environments. Consider bringing in the fact that blended learning creates self-directed learners (if you cansupport this). That goal may be strongest benefit of BL. Social Context: Impact on the Education System Increasingly, new instruction tools are being developed each day. Today, unlike in the past, the frontlines of instructions have changed. Traditional modes of instruction have become outdated and the perspective that instruction can only take place within the limits of the physical rooms has been refuted (Boone, 2015). Bozarth (2010) noted that today, more than ever, education and training is occurring through web-based strategies and online, including blended learning. More than ever, learners are continuing with the education process even after the formal learning events have been concluded. Boone (2015) argued that education, in general, is moving from formal face to face learner-teacher instruction to informal interactions, where students and instructors interact away from formal settings. Bozarth supports this view by noting that informal interactions away from formal settings allow learners to try the ideas they have learned in real life. Boone (2015) further suggests that these informal interaction characteristics of blended learning could be used to enhance the ability of students to apply educational concepts to real life situations. Nice diagram, but check APA. You need to work on really narrowing in on what blended learning looks like. Think of how you might quantify the “blended learning” in a classroom to differentiate those with blended learning and those without. Graham and Bonk (2006) conceptualised blended learning as a combination of computer mediated instruction with face to face instruction. They further argued that the idea reflects a combination oftwo instructional approaches that had developed separately, distributed learning systems and traditional face to face learning systems (Graham & Bonk, 2006, p. 5). Although the term was created in the early 2000’s, blended learning as a model of instruction emerged around 2003 as a result of frustration of the failures of both distributed learning approaches and traditional learning approaches (Means et al., 2013; Carpenter, 2015; Bernard et al., 2014). The following illustration shows the evolution of blended learning. This is an interesting opening. Good job. The term ‘blended learning’ appears to have become popular after the advent of the World Wide Web and the internet in the mid 90’s. Its precise origin is untraceable. However,one of the well renowned first occurrence of the term was in 1999, when an Atlanta based institution, known as EPIC released a media statement proclaiming that the company was currently operating more than “220 online courses…using the company’s blended learning methodology [sic] (Friesen, 2012, p. 1).” However, the meaning of the term as used by the institution was ambiguous; it did not indicate whether the company meant live instruction in the presence of the students or online instruction. By 2002 and 2003, new definitions of the term emerged and clearer definitions of the term emerged. This is a pretty strong opening statement but you’d need a citation with it. It cannot be disputed that the performance in mathematics among American Students is ‘pathetic.’ Grappling with poor performance and inability of the education sector to prepare students to compete on the global front, educators and policy makers are seeking strategies to restore confidence to this fundamental area (Cracraft, 2015).One tool that holds potential is blended learning, which is an instructional strategy that combines traditional instructional approaches with technology. In this review, the writer examines the current literature on blended learning and the possibilities of applying the same within the US education sector (Boone, 2015). Blended learning is presented as a tool for revolutionizing the outdated structure of the education system, while providing students with the right skills to enable them to compete in a global economy. abstract missing keywords I want to focus on blended learning student achievement using district benchmarks to measure student achievement in TN. Refer to TN data in the literature review. I need the manuscript by Saturday at noon. I need the literature review by Tuesday or Wed plus the methodology section. I will send more information in shortly regarding the methodology section. Don’t use iready because it was well put together in the previous work.