Research proposal on Implementation of Virtual Learning Tools in Pre-School Setting

Background – Implementation of Virtual Learning Tools in Pre-School Learning Setting

The dynamics of teaching have evolved dramatically in the last decade with the emergence of online, blende, and virtual learning mediums or integrated approaches. Online learning is defined as a category of distance learning which is characterized by the separation of the instructors and learners during a significant part of the teaching process. While the terms virtual and online learning tend to be used interchangeably, a clear distinction between the two mediums is that virtual learning also includes the use of software in addition to the internet for instructional purposes. Nonetheless, the separation of the instructor and student remains present in both cases. Even though, distance education technologies have gained prominence in the 21st century, examples of distance learning practices can be traced back to as early as the 1930s following the commencement of educational radio broadcasts and educational television programming, which was launched by the University of Iowa in 1933 (Clark and Barbour, 2015).

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According to a report presented by World Economic Forum (2020), the onset of COVID-19 pandemic impacted 1.2 billion children across the globe due to school closures. This prompted the adoption of a e-learning platforms across educational institutions through the inclusion of a variety of tools such as video conferencing platforms, online learning software and virtual tutoring services (World Economic Forum, 2020).  Even before the onset of the pandemic, virtual learning was experiencing a rise in adoption. Education technology or ‘edtech’ investments 2019 stood at a staggering US$18.66 billion with projections of reaching $350 billion by 2025 (World Economic Forum, 2020).

Despite the convenience of online learning, the successful and wide-scale implementation of these technologies is characterized by challenges such as a lack of equitable access to internet and associated technologies between countries and different economic strata. While research indicates that online learning can boost retention rates when compared to learning in a traditional learning setting (Pezold, 2017), these statistics do not consider the variations in learners’ skills, abilities, and grades.

Much of the literature on the implementation and efficacy of virtual learning focuses on exploring learning settings such as high schools, colleges, and universities where students are mature and have familiarity with using online technologies. This highlights a critical gap in the research pertaining to the successful implementation of virtual learning tools in pre-school settings where children are aged between 3 and 5.

Purpose and Aims of the Study

The purpose of this study is to highlight the strategies for ensuring the successful implementation of virtual learning technologies in pre-school settings. The research aims to assess a wide range of online and virtual learning tools and examine the types of tools that are easily transferable to a pre-school setting focusing on the capabilities and skills of the target learners. The broad research questions that are proposed for this study are as follows:

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  • What types of online tools can facilitate learning among pre-schoolers?
  • Which virtual learning tools improve the knowledge retention of pre-school learners?
  • What challenges are faced by educators and parents in implementing virtual technologies for encouraging the learning of pre-schoolers?

Review of the literature

The research conducted by Kay (2014), examined the use of web-based learning technologies in secondary school settings. The study focused on gauging the perceptions of both teachers and students regarding the efficacy of these tools based on multiple factors including quality, advantages, and engagement value. Both teachers and students reacted positively to the introduction of web-based technologies. These tools also had a positive impact on the performance of students due to aspects such as accessibility and visual support. This research is useful in assessing the attitudes of students and teachers towards virtual technologies and identifying the different aspects of online learning tools that are highly valued by both groups.

The research titled Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes by Dong, Cao and Li (2020), assessed the young children’s transition towards virtual learning tools and parents’ views towards this methodology of learning. The study presents critical insights into barriers of introducing online learning especially in cultural settings where parents are resistant towards the idea and prefer traditional classroom settings. The findings of the study, which were based on a sample size of 3257 Chinese parents indicated that the families were not prepared to move from traditional learning mediums. The major reasons for this included a lack of knowledge exhibited by the parents for facilitating their child’s learning through online tools. The research highlights the importance of training and counselling parents regarding virtual learning methodologies to address challenges in acceptance and adoption of these technologies.

The research conducted by Peterson et al. (2020) highlights strategies for launching distance learning frameworks by presenting the case of a K-12 school based in Minnesota. The research indicates that a key aspect of successfully implementing online learning is to humanize the experience by fostering strong relationships between the educators and the students. By interacting with students in virtual settings and understanding their emotional needs, teachers can build a level of trust with the students and nurture them in a way which is akin to the traditional classroom setting. The research also indicates that introducing virtual learning should be an equitable and collaborative effort wherein all students should have access to the same learning opportunities and modules. To ensure that online learning is supported across a community, policymakers should take pertinent actions such as establishing WiFi hotspots in areas with low internet penetration. This will ensure that every child is able to participate in virtual learning sessions without any discrimination due to limited resources.

Research Design

The research will follow a mixed methods research design. The data collection will be divided into two phases. The first phase will be based on the dissemination of a standard questionnaire which will be administered among pre-school teachers based in Melbourne, Australia. The questionnaire will feature close-ended and open-ended questions which will examine current practices of pre-school teachers in the integration and implementation of virtual technologies within the educational setting.

Moreover, the questionnaire will inquire whether the teachers have witnessed an improvement in students’ performance and retention levels following the use of multiple virtual learning technologies such as video conferencing tools, mobile applications, learning management systems, web-based learning tools and learning journals. The questionnaire will also feature an open-ended section wherein teachers would be inquired about the challenges they face in using virtual technologies with reference to the age group of students, feedback of parents, government support and the feasibility of such tools. Data collected from the questionnaire will be analyzed on R 3.6.2.

The second phase of the study will involve the collection of data through semi-structured interviews conducted on a random sample of pre-school teachers and parents of pre-schoolers based in Melbourne, Australia. The interviews will aid in generating insights about the challenges faced by teachers and parents during the implementation of virtual learning tools in pre-school settings. The key themes reflected during these interviews will be analyzed using NVivo 12, which is a software package for qualitative data analysis.

Proposed thesis structure

The proposed structure of the research is presented as follows:

  1. Abstract – This section will present a synopsis of the research, summarizing the methods of the research in addition to key findings.
  2. Introduction – This section will present a background to the study, its importance and why it is relevant to the current issues relating to early childhood education. It will also feature the research questions that the study aims to answer.
  3. Literature Review – This section will present a comprehensive assessment of scholarly works that are relevant to the topic using a wide array of sources. The literature review will showcase studies and research that are pertinent to the topic and aid in highlighting critical research gaps in the body of knowledge associated with the implementation of virtual learning tools in pre-school settings.
  4. Methodology – This section will present the research design and detailed information regarding the two phases of data collection followed by a discussion on data analysis. The section will discuss the merits and disadvantages of following a mixed methods approach in comparison with a quantitative or qualitative research design.
  5. Results – This chapter will present the findings of data analysis using R and NVivio. The results will also be presented in graphical and tabular formats in this section while the more detailed graphs will be showcased in the appendices.
  6. Discussion – This chapter will feature an interpretation of the results and a comprehensive analysis of the results section.
  7. Conclusion – The concluding chapter of the research will highlight key research findings in line with the research questions and objectives. It will also present the limitations of the study to guide future researchers in the field.

Significance of the study

The study will aid in bridging the research gap in the body of knowledge related to virtual technologies in educational settings. There is limited research on the efficacy of implementing virtual learning tools in pre-school settings and this study will assist practitioners and teachers in evolving teaching methodologies to align with the growing demand for educational technologies on a global scale.

References

Clark, T. A., & Barbour, M. (2015). Online, blended and distance education in schools: Building successful programs.

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and youth services review, 118, 105440.

Kay, R. (2014). Exploring the use of web-based learning tools in secondary school classrooms. Interactive Learning Environments, 22(1), 67-83.

Peterson, L., Scharber, C., Thuesen, A., & Baskin, K. (2020). A rapid response to COVID-19: one district’s pivot from technology integration to distance learning. Information and Learning Sciences.

Pezold, S. (2017). LMS 101: Rethinking Your Approach To Employee Training. Forbes. Accessed online at [https://www.forbes.com/sites/paycom/2017/02/14/learning-management-systems-101-rethinking-your-approach-to-employee-training/?sh=3ddeda42755b]

World Economic Forum (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. Accessed online at [https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/]