20% Project Proposal

Use this template to draft the sections assigned throughout the course modules. At the
completion of your draft you will compile your drafts into a final blog post and include a
video/screencast presentation.

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Module 3
Module 4
Module 5
Module 6
Module 7

Student Name: Ashwini Chawla

Project Title: An Overview of Student Perceptions During Distance Learning

Module 3 Draft

Gap Analysis: What is the need? Where is the niche your project will fill? How can you
improve the topic/area/situation/field? Who is the target of your project?
The need is to determine the student perception behind the transition to remote learning, as a
result of the coronavirus pandemic. It is important to analyze the social and emotional changes
that can affect the youth from being in isolated learning environments. In order to improve the
topic, it will be helpful to assess which features of class time are used most frequently or
considered the most useful. The target of the project is improvement in the way curriculum is
delivered to students with the current remote learning setting in place due to the coronavirus
pandemic.

Motivation: What is the inspiration for this project? Why did you choose this initiative? Why
is it important to you?
As a new teacher, I can already see the changes in my students as there is a severe lack in
participation and overall motivation to work hard in school, as the rewards are missing. For
example, school serves as a place to learn and develop lasting friendships, as well as go to fun
events. None of these are currently taking place, and it is important to me to learn how I can
improve my instruction to give the students some positivity and creative engagement
opportunities in class.
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Objective: What is your goal in one sentence? (think elevator speech/pitch)

My goal is determine the student perceptions of remote learning settings and to understand the
apps or features they utilize the most to go about their daily academic routine.

Module 4 Draft

Supporting Research: This section is a summary of your literature review. (10 references in
APA format, add cells as needed). Who are the experts in this field, what are their findings?
The final version of this section will be in narrative format.

Bibliographic Information Summary/Themes

1. Kwon, J. B., DeBruler, K., & The purpose of this study was to provide a
Kennedy, K. (2019). A snapshot of successful K-12 online
Snapshot of Successful K-12 learning in one of the frontrunner states in
the field--Michigan. The authors explored
Online Learning: Focused on
the state's legislative and policy
the 2015-16 Academic Year in infrastructure; the beliefs, perceptions, and
Michigan. Journal of Online values of various stakeholders; and
Learning Research, 5(2), statewide enrollment patterns and
199–225. effectiveness for the 2015-16 academic
year. With that understanding, the study
presented a secondary analysis of student
information, activity, and performance data
in a learning management system (LMS) in
an attempt to explore success factors at the
micro-level.

2. Laho, N. S. (2019).
Enhancing School-Home Communication is an integral component
Communication through for establishing a strong school community.
Learning Management Learning management systems (LMSs)
System Adoption: Parent present new opportunities for
and Teacher Perceptions and communication and collaboration among
 20% Project Proposal

Practices. School teachers, students, and parents. This study

Community Journal, 29(1), examined parents' and teachers' perceptions
117–142. and use of a newly adopted LMS for
school-home communication in a rural
K-12 school district. Findings indicate that
most families have internet access and that
parents and teachers are comfortable using
digital tools to communicate. Although
new tools are available, more traditional
resources like email and phones continue to
be used most frequently for bidirectional
communication.

3. Pulham, E., & Graham, C. The skills needed to teach in online and
R. (2018). Comparing K-12 blended environments are distinct from
Online and Blended traditional teaching, but teacher education
Teaching Competencies: A programs often do not equip preservice
Literature Review. Distance teachers for the new modes of instruction.
Education, 39(3), 411–432. Additionally, there is a dearth of research
on blended teaching competencies. This
review synthesizes 8 blended teaching
documents and 10 online teaching
documents. Seven global themes identified
in both competency domains are (1)
pedagogy, (2) management, (3) assessment,
(4) technology, (5) instructional design, (6)
dispositions, and (7) improvement. The top
20 blended teaching skills include
flexibility and personalization,
mastery-based learning, data usage and
interpretation, learning management
system usage, online discussion
facilitation, and software management. The
authors recommend that researchers collect
more methodologically transparent data
about blended teaching and that teacher
education programs include the identified
skills in curriculum.

4. Ricker, G. M., Koziarski, This study examined the role of student

M., & Walters, A. M. chronotype (defined here as the time of day
(2020). Student Clickstream a student is most active in an online course)
Data: Does Time of Day and overall activity level on course
Matter? Journal of Online performance. Clickstream data captured by
Learning Research, 6(2), a Learning Management System from 414
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155–170. students enrolled in an eleventh-grade

English course in the fall of 2018 at two
Midwestern full-time K-12 virtual schools
were used to determine chronotype and
activity level. Students were classified as
one of four possible chronotypes given the
mode of their click activity. Results of an
ANCOVA showed that students who were
most active in the morning significantly
outperformed students who were most
active in the afternoon and evening.
Morning students also tended to be the
most active overall.

5. Stockless, A. (2018). The LMS in our study was introduced in a

Acceptance of Learning school board of more than 35,000 students
Management System: The and approximately 2400 teachers. To study
Case of Secondary School the acceptability of the LMS, we used the
Teachers. Education and Technology Acceptance Model. The results
Information Technologies, obtained from the show that the perception
23(3), 1101–1121. of usefulness is a good predictor of the
intent to use the LMS. As for ICT use and
the affordances of LMS educational
features, the results show that they are not
a good predictor of the intention to use.

6. Bartholomew, S. R., & Reeve, E. Discussion surrounding the inclusion of

(2018). Middle School Student mobile devices in K-12 classrooms has
Perceptions and Actual Use of escalated since the early 2000s, and the
Mobile Devices: Highlighting literature base dedicated to mobile devices,
Disconnects in Student Planned and mobile-learning, and e-learning has
Actual Usage of Mobile Devices in likewise grown. The majority of the
Class. Educational Technology & research related to mobile devices and their
Society, 21(1), 48–58. inclusion in educational settings has largely
revolved around efficacy and
mobile-learning management systems. This
research surveyed 458 middle-school
students regarding their perceptions of how
they would use mobile devices, if given the
opportunity, during school. Students were
allowed to use mobile devices during a
two-week engineering design unit and
asked to report their actual use of mobile
devices.
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7. Papadakis, S., Dovros, N., Paschalis, E-learning with the use of Learning
G., & Rossiou, E. (2012). Integrating Management Systems, has been
LMSs in the Educational Process: increasingly adopted in Primary, Secondary
Greek Teachers’ Initial Perceptions and Higher Education with the expectation
about LAMS. Turkish Online Journal to increase students' motivation and infuse
of Distance Education, 13(4), 55–75. activity-centred learning strategies with
various educational benefits. This study has
investigated the initial perceptions of
Greek teachers about the integration of
LAMS, a Learning Activity Management
System, in the educational praxis. Through
a multifaceted research method, involving
a small scale participatory action research,
the research team attempted to investigate
the preconditions required to integrate
LAMS in the everyday lesson. Two tutorial
workshops were organized with the
participation of 46 educators from
geographically diverse urban areas, from
K-12 to Tertiary Education. Results
indicated that teachers have developed a
positive attitude towards LAMS and the
use of collaborative online tools during the
educational process.

8. Liu, F., & Cavanaugh, C. (2011). This paper describes a study of success
High Enrollment Course Success factors in high enrollment courses in a K-12
Factors in Virtual School: Factors virtual school learning environment. The
Influencing Student Academic influence of variables: time student spent in
Achievement. International Journal the learning management system (LMS),
on E-Learning, 10(4), 393–418. number of times logged into the LMS,
teacher comment, participation in free or
reduced lunch programs, student status in
the virtual school (full time or part time
student), race/ethnicity, and grade level in
the physical school student attends on
student academic achievement was
investigated in this study.

9. Liu, F., & Cavanaugh, C. (2012). This paper describes the effect of teacher
Factors Influencing Student comments, students' demographic
Academic Performance in Online information and learning management
High School Algebra. Open system utilisation on student final scores in
Learning, 27(2), 149–167. algebra courses in a K-12 virtual learning
environment. Students taking algebra
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courses in a state virtual school in the

Midwestern US region during 2007-2008
participated in this study. Student final
scores on these courses were collected
using tests administered at the end of
semester in the virtual school courses. The
hierarchical linear modelling technique was
used for data analysis to account for the
influence of school characteristics on
student final scores. The results show these
factors have different influences on student
final scores in different algebra courses.

10. Horn, M. B. (2016). Moving Edtech The digital revolution occurring in schools
Forward: Upstart School Networks has focused predominantly on online
Are Betting on a Breakthrough. education in its various forms--including
Education Next, 16(1), 82–83. fully online courses, learning management
systems, games, and mobile
applications--to personalize learning and
boost the performance of all students.
Companies have been experimenting with
technologies for years, yet these
technologies have had little impact in
actual K-12 schools. Using all of them
productively still seems far off in the
future, as in combination they can create
more work for teachers without providing
what teachers and students actually need.
This study looks to provide suggestions for
a “full-stack” approach that public schools
can model after a case study done on two
private schools using this technologically
innovative model.
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Module 5 Draft

Evaluation: How will you know your goal has been achieved? What data will be collected
and analyzed? What instrument will be used to collect and measure impact?

In order to evaluate the effectiveness of the use of Canvas, the procedure will consist of
considering student focus groups direct perceptions, teacher interviews and surveys, and
administrative interviews to collect district expectation of use data. The Principal, the Assistant
Principal in charge of infrastructure, the Coordinators for counseling and technical support will
make up the data resource team. Data will be gathered from a variety of outlets, reviewed, and
presented to district leadership for final review and decision-making.
To have a representative sample of the Blair Middle and High school population and culture,
data will be obtained from approximately 10% of the student population. Currently 400
students have returned for hybrid in-person instruction. Ten students from each middle school
grade class will be chosen to participate along with 10 high school students from various grade
levels, with the race ratio of the population being taken into account. 39 Caucasians (61%), 13
Asians (20%), six whites, six African Americans, and six mixed race students (less than 10
percent each). Teachers will be asked to take the survey during the weekly virtual staff
meeting. Three to four teachers from various departments, depending on their availability will
be asked to participate in a focus group. Finally, administrators will be interviewed to
determine the district expectations on the use of Canvas and the way it was intended for
student participation during remote instruction.
Student program that stores all of the students' records. Personal data, test scores, enrollment,
ratings, demographics, contact records, transcripts, class schedules, and disciplinary records
are all included. The information would be used to select students and instructors for the
surveys and interviews. Students will be selected based on their grade level, race, and
scholarship level.
The district developed a ticket system website program to assist teachers with problems related
to the infinite campus. It allows you to submit a service ticket that will be allocated to an IT
technician. It's a system for assigning technology assistance to all district employees.
The service also maintains track of all statistics, such as the number of times a similar problem
has arisen, how long it took to resolve it, and how much assistance was given to each site.
We'll use this information to figure out where the greatest need exists, what the most common
concern is, and whether or not there's an addon that can help.
A minimum of 20 questions to decide how often the curriculum is used, to classify areas of
strength and progress, to determine the need for professional development and which resources
are needed, and to determine the importance associated with using the program in teaching and
learning. Multiple choice, multiple option, and free response questions will be included.
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Finally, participants in the survey would be asked to explain the benefits and drawbacks of
using the software to complete the assignments in their respective positions and departments.
What individual may explain what they like about it as well as what they think needs to be
improved. The replies will be recorded and transcribed for data collection.
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Module 6 Draft

Action Plan: This is where you plan the details of the project.
● What will be done?
● When will it be done?
● Who will do it?
● How much will it cost?
● How will you determine if you are making successful progress?

Implementation: Monitoring the project and reflection on achievement and learning

curve. Fill out this chart with every step you’ll have and the date you expect those steps to
be completed by.

Task Goal Date Status Notes

Create timeline to By May ● Schedule interview with select group

gather information in 14 of teachers using Canvas as their
regards to learning management system
stakeholders, users, ● Determine questions appropriate for
and audiences both a teacher and student centered
affected by the use of survey
Canvas in order to ● Request administrative interviews to
determine the pinpoint the differences between
importance of district expectations for Canvas use
renewal for distance and actual implementation
learning usage.

Send feedback By June 1 ● Teachers will be asked to take the

survey out to survey during the weekly virtual staff
teachers and meeting. Three to four teachers from
students, with various departments, depending on
possible follow up their availability will be asked to
focus group, participate in a focus group.
depending on their
willingness to
participate.

Data will be obtained By June 7 ● Ten students from each middle school
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from approximately grade class will be chosen to

10% of the student participate along with 10 high school
population. Currently students from various grade levels,
400 students have with the race ratio of the population
returned for hybrid being taken into account.
in-person instruction.

Hold administrator By June

interviewed to 14
determine the district
expectations on the
use of Canvas and
the way it was
intended for student
participation during
remote instruction.

Compile data By June

collection through 21
the use of Google
surveys, and Google
sheets

Schedule follow up By June

focus groups with 28
select students and
teachers to cross
reference anomalies
in data, and/or to
gather more
information on topics
that need clarity

Bring compiled By July 1

information in
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presentation format
to share with
stakeholders and
administrators in
committee to present
study findings in the
use of Canvas.

Create a digital By July 7

portfolio to preserve
findings of study.
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Module 7 Final Post

Compiled Blog Post Including Video Presentation:

You are to post the final draft of your compiled 20% project proposal and develop a
multimedia presentation for your proposal. For the purposes of this course, your audience
will be your school’s board. Your presentation should address each of the components
included in your narrative: Gap Identified, Objective, Motivation/Supporting Research,
Evaluation, Action Plan Components. You may use any medium to interpret your proposal
though it must at least include your voice narrating/explanation, if not yourself in the
video. The presentation should be no more than five minutes, must include proper citations,
and at least one diagram that explains your project.

Link to Video: