EDUC 6156 Walden University Distance Learning Paper

Review the scenario presented in the Project Overview section of Week 1. The first step in any project is to gather information. Your task this week is to compile an annotated bibliography of resources on learning and development challenges for the student group you selected to research. You will identify at least 6 articles in the Walden University Library, summarize their findings, and write a Critical Summary (i.e., comparing and contrasting research populations, settings, strategies, conclusions, etc.). Familiarize yourself with the various formats that can be used when creating an annotated bibliography by reviewing the readings and presentation in the Learning Resources.

ORDER ORIGINAL, PLAGIARISM-FREE ESSAY PAPERS HERE

Include articles on various topics, such as:

Individual identity development
Social identity development
Cognitive development
Engagement/involvement in college life
Persistence (factors affecting students’ decision to stay in school)

Prepare a paper that includes the following:

Source of the article (utilize the resources of the Walden University Writing Center to review the basics of APA citation and formatting)
Major findings on the learning/development challenges for the specific student population
Critical summary of the research (approximately 1 page)

REQUIRED READINGS

Patton, L. D. Renn, K. A., Guido, F. M., & S. J. Quaye . (2016). Student development in college: Theory, research, and practice (3rd ed.). San Francisco, CA: Jossey-Bass.

Chapter 5, “Racial Identity Development” pp. 93 -105

Chapter 13, “Psychosocial Identity Development” pp. 287-313

Lloyd, J. M., Dean, L. A., & Cooper, D. L. (2007). Students’ technology use and its effects on peer relationships, academic involvement, and healthy lifestyles. NASPA Journal (National Association of Student Personnel Administrators, Inc.), 44(3), 481–495.

The following resources provide a guide in how to create the annotated bibliography. Annotated bibliographies may vary in format; however, all formats have 3 fundamental components for each resource that summarizes, analyzes, and describes the application of how the information in the reading can be applied to the selected topic.

Common Course Assignments: Annotated Bibliographies http://academicguides.waldenu.edu/writingcenter/as…

A Guide to the Knowledge Area Module: Making the KAMs Work for You

“Writing the Annotated Bibliography” Pp. 24-26

http://catalog.waldenu.edu/mime/media/7/648/KAM_Gu…
Skipper, T. L. (2005). Student development in the first college year: A primer for college educators. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition

Chapter 1, “Student Development Theory and the First College Year” pp. 1-13

http://nces.ed.gov/fastfacts

attachment_1Courtnie Walker

Master of Science in Higher Education, Walden University

EDUC 6156

Dr. Suzanne James

November 7, 2020

Today’s use has led to more schools considering distance learning as an option for most students. The selected population is postsecondary students who participated in distance learning in previous years. According to the National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS) data, some students chose to be enrolled in distance learning education. In contrast, 12.7 million students failed to register in distance education. Of the students who enrolled in distance education, 3.7 million students were enrolled for at least one course, while 3.3 million students had exclusively been enrolled in distance education courses (Patton et al., 2016). The data source established that the private for-profit institutions had the highest number of students (73%) enrolled in distance education courses compared to public institutions (34.1%). When evaluating distance learning, affordability is a primary concern among students. Many prefer institutions that are cheap and will cater to their educational needs. In most cases, public schools are usually preferred as they are less expensive than private for-profit institutions. However, based on the statistics, most of the students chose private institutions, which is costly compared to public institutions.

Further research should detail why students choose private for-profit schools over public schools for distance learning education (Skipper, 2005). What could be the potential causes of students choosing private institutions over public institutions? Similarly, while the increased use of technology has led more students to enroll in distance learning, are private schools better than public schools?

Schools and postsecondary institutions offer adequate information on matters relating to academics and educations. For instance, The National Center for Education Statistics (https://nces.ed.gov/) plays a critical role in collecting and analyzing data relating to education in the country. As part of the Institute of Education Sciences and U.S. Department of Education, NCES helps fulfill Congressional mandate to collect, collate, analyze, and report complete statistics related to statistics on American education conditions. Also, the focus is on conducting and publishing reports and reviewing educational activities. The board can use this information on the number of students that complete their college education and factors that are likely to prevent them from completing education.

References

Patton, L. D. Renn, K. A., Guido, F. M., & S. J. Quaye. (2016). Student development in college: Theory, research, and practice (3rd ed.). San Francisco, CA: Jossey-Bass.

Chapter 1, “An Introduction to Student Development Theory” pp. 5-18
Chapter 2, “Using Student Development Theory” pp. 51-64

Skipper, T. L. (2005). Student development in the first college year: A primer for college educators. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition

Chapter 1, “Student Development Theory and the First College Year” pp. 1-13