Qualitative Article
The context of the study is the COVID-19 pandemic, a worldwide event that caused widespread health concerns. The researcher used a combination of online and face-to-face learning to study how this type of learning affected the participants, who were college students (Singh et al., 2021). The research used in this study was qualitative, and the instruments used were interviews and focus groups on collecting data. The study found that the hybrid and blended learning approach was effective in helping the participants learn the material. Additionally, the study found that it was also helpful in reducing the stress and anxiety associated with learning during a pandemic. The participants felt more comfortable and confident when using this learning approach. Hybrid and blended learning is an effective way to learn in a pandemic situation and can help reduce the stress and anxiety associated with learning.
This research has important implications for educators working to support students during a pandemic. It provides evidence that hybrid and blended learning can effectively help students learn the material and reduce stress and anxiety. This information will help educators plan lessons comfortably for students, allowing them to focus on learning the information instead of feeling anxious about the pandemic.
Quantitative Article
The context of the study is an online and face-to-face environmental science course from 2009 to 2016. The salient point is that students perform better in an online environment, with no significant differences between the two groups. This study provides useful evidence for those considering using online instruction in future courses and informs current instructors about the benefits of online learning (Paul & Jefferson, 2019). The research used for this study was a comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. The participants in this study were students who took an environmental science course online or face-to-face. The research used a variety of instruments to measure student performance, such as surveys, interviews, and test scores. According to the study’s findings, there was no discernible difference in student performance between the online and traditional classroom settings. Although there were some variations in student performance across the online and traditional classroom settings, these variations did not reach the level of statistical significance to be considered noteworthy. The researcher concludes that there is no substantial difference in students’ performance in environmental science classes taught either online or traditionally in a classroom setting.
Mixed Methods Article
The context of this study is that there has been an increase in school-based outbreaks of COVID-19, putting teachers and students at risk. This study investigates the impact of COVID-19 on teachers in NSW public schools (Fray et al., 2022). The researcher is a member of the teaching profession and has been working with COVID-19 since its emergence. The research used a mixed methodology approach, including qualitative and quantitative methods. The participants were teachers in NSW public schools, and the research instruments used were interviews and questionnaires.
This research has implications for policymakers and educators who must make informed decisions about how best to protect their students from vaccine-preventable illnesses. The main point of this research is that COVID-19 can positively impact teachers’ well-being, provided they are given the correct training. This research showed that teachers in NSW public schools are feeling the pressure and are being overlooked due to COVID-19. This is because there is little information available about the virus, and teachers struggle to keep up with the changes. As a result, they feel unsupported and cannot do their job effectively. The main conclusion of this study is that COVID-19 can positively impact teachers’ well-being, provided they are given the correct training.
References
Fray, L., Jaremus, F., Gore, J., Miller, A., & Harris, J. (2022). Under pressure and overlooked: The impact of COVID-19 on teachers in NSW public schools. The Australian Educational Researcher, 20(2). Web.
Paul, J., & Jefferson, F. (1AD). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers. Web.
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. Web.