Running head: PLANS FOR IMPROVEMENT OF RESEARCH METHODOLOGY 1

TBM1 TASK 1: PLANS FOR IMPROVEMENT OF RESEARCH METHODOLOGY

Ericka Torres

ID: 011449757

IMPLEMENTING AND EVALUATING E-LEARNING SOLUTIONS — D302

Western Governors University

NOVEMBER 15, 2024

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INSTRUCTIONAL PROBLEM AND RESOLUTION APPROACH

Chapter 1: Introduction

Instructional Problem

Professionals in high-demand fields face significant challenges with time

management due to their complex, multitasking roles. Although they have a basic

understanding of time management using tools like calendars and task lists. However, they

often struggle to apply these skills consistently in dynamic work environments. The desired

outcome is for these learners to acquire a reliable, advanced set of skills in prioritization,

scheduling, and realistic goal setting that will allow them to optimize productivity without

sacrificing work-life balance. Currently, a gap exists between their foundational knowledge

and their ability to implement these skills effectively. This instructional problem centers on

addressing this gap by providing an e-learning module that equips professionals with

practical, actionable strategies to enhance their time management in busy real-world settings.

Research Topic

Impact of Interactivity and Self-Paced Learning on Professionals' Engagement and

Application of Time Management Skills in an E-Learning Module.

Understanding the impact of design elements on learners' experiences is crucial for

creating effective, engaging e-learning environments. For time-pressed professionals,

modules that promote interaction and support flexible, self-paced learning can lead to

improved skill acquisition and retention (Martin, & Bolliger 2018). Findings from this study

could inform e-learning design practices, particularly in tailoring courses to meet the needs of

busy professionals, ultimately enhancing productivity, reducing stress, and supporting

effective time management.

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Research Questions

How do professionals perceive the interactive and self-paced design elements in the

time management e-learning module?

How does participation in the e-learning module influence professionals' ability to

prioritize tasks and manage their schedules effectively?

Research Purpose

The purpose of this research is to explore the influence of interactivity and self-paced

learning design elements on professional learners' engagement and application of time

management skills in high-demand work environments. The study seeks to identify effective

instructional design practices that enhance knowledge retention, support practical skill

application, and foster sustained improvements in time management among busy

professionals.

Chapter 2: Literature Review

Introduction to the Literature Review

This literature review synthesizes recent research to provide insights into instructional

design practices for an e-learning module aimed at enhancing time management skills among

professionals. The review is organized by three main themes: (1) Interactivity and Learner

Engagement, (2) Self-Paced Learning and Persistence, and (3) Instructional Design for

Practical Skill Application. Each theme contributes to the overall goal of creating an effective

e-learning module tailored to the unique needs of time-constrained professionals. This

literature review explores the most effective strategies for engagement, flexible pacing, and

skill transfer within professional e-learning environments.

Interactivity and Learner Engagement

Interactivity is consistently cited as a crucial factor in fostering engagement in online

learning environments. Interactive elements, such as discussion boards, real-time feedback,

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and simulations, contribute to a more immersive learning experience, which has been shown

to enhance learner engagement (Martin & Bolliger, 2018). Research by Yu et al. (2020)

emphasizes that learner engagement is essential in sustaining persistence and minimizing

dropout rates in online settings. Bond and Bedenlier (2019) further support this by finding

that increased interactivity reduces isolation and builds a sense of community among

learners, which is particularly beneficial in asynchronous learning contexts (Yu et al., 2020;

Almarghani & Mijatovic, 2017).

The role of various types of interaction, including student-student, student-instructor,

and student-content, is key to fostering engagement. Martin and Bolliger (2018) observed that

students often value direct interactions with instructors the most, as they provide a sense of

guidance and accountability, especially in self-paced modules. Additionally, student-content

interaction through engaging content such as simulations or problem-solving activities

provides learners the chance to apply their knowledge in a meaningful way, enhancing their

motivation and satisfaction (Zhao et al., 2017). Abrami et al. (2012) adds that when learners

can actively engage with content, they are more likely to achieve meaningful learning

outcomes, supporting the module's objective of creating an engaging experience that

promotes long-term retention.

Self-Paced Learning and Persistence

Self-paced learning is particularly relevant for adult learners balancing professional

responsibilities with skill development. Heo and Han (2019) found that learners in self-paced

modules reported higher satisfaction and a stronger sense of control over their learning

process, which positively impacted their persistence. Fadde and Vu (2014) highlight that self-

paced features can help learners progress at their speed, reducing stress and improving

retention by accommodating their varied schedules. Studies indicate that self-paced learning

reduces learner burnout by allowing individuals to allocate time to their studies based on their
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unique needs, which is critical for enhancing retention and reducing dropout rates (Adeoye et

al., 2024).

Research emphasizes that self-pacing is beneficial for learners with diverse

backgrounds, as it allows them to revisit content as needed, which supports mastery (Means

& Neisler, 2020). According to Zhao et al. (2017), professionals are better able to manage

their learning in self-paced modules that do not impose rigid schedules, which is particularly

important for enhancing long-term commitment to learning. He and Li (2020) found that self-

paced options lead to higher completion rates in online courses, with students reporting they

were more likely to complete coursework that they could tackle at their convenience.

Collectively, the literature suggests that incorporating self-pacing in the module is crucial for

accommodating busy professionals, promoting retention, and fostering a sustained

commitment to time management learning.

Instructional Design for Practical Skill Application

Effective instructional design in e-learning modules goes beyond mere engagement

and persistence; it must also support the practical application of the skills being taught by

integrating real-world tasks and scenarios. Raes, and Vanderhoven, (2019) note that modules

with practical applications, such as simulations and problem-based learning, enhance the

learner’s ability to transfer skills to their work environment. Wimpenny and Savin-Baden

(2013) found that practical applications, such as time management exercises and case studies,

allow learners to experience realistic challenges in a controlled setting, which enhances their

readiness to apply these skills in real-life contexts.

Redmond et al. (2018) emphasize that practical, hands-on activities are essential for

skill transfer, as they make the learning process more relevant to the learners' professional

lives. Studies by Yu et al. (2020) and Means and Neisler (2020) support this by showing that

learners who engage in realistic scenarios and exercises tend to retain and apply skills more
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effectively. Gillett-Swan (2017) adds that integrating activities that closely mirror

professional scenarios not only increases engagement but also ensures that learners can

implement new strategies with greater confidence. This body of research underlines the

importance of embedding real-world applications into the module to support professional

learners’ ability to directly apply their time management skills in high-demand work settings.

Conclusion

The reviewed literature highlights that interactivity, self-paced options, and real-world

applications are essential for creating an effective e-learning module for professionals.

Interactivity fosters engagement, which is critical in asynchronous environments, by enabling

learners to participate actively through discussions, feedback, and simulations. Self-paced

learning supports persistence, allowing learners to engage with the material on their

schedules, which is particularly advantageous for busy professionals. Finally, instructional

designs that prioritize practical applications encourage learners to integrate time management

skills directly into their work settings, enhancing their ability to apply knowledge effectively.

The insights from this review provide a framework for designing an e-learning

module that meets the instructional needs of professionals seeking to improve their time

management skills. Interactivity, through elements like discussions and real-time feedback,

will be central to the module, as it can help mitigate the isolation often experienced in online

learning. The self-paced structure will allow learners to accommodate their professional

schedules, promoting persistence. Incorporating real-world applications, such as case studies

and scenario-based learning, will support the immediate application of skills, addressing the

gap between theoretical knowledge and practical use. This approach not only aligns with best

practices from the literature but also addresses the unique challenges professionals face in

time management.
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E-Learning Unit of Instruction Description

Solution 2: Self-Paced, Modular Content is the chosen option that best aligns with the

needs of busy professionals, as it allows for flexibility, self-pacing, and manageable learning

segments. Unlike scenario-based learning, which requires extensive resources and setup,

modular content can be developed more quickly and efficiently, making it feasible within

time and budget constraints. Additionally, compared to gamification, this approach maintains

a professional tone while providing sufficient flexibility for learners to engage with content at

their own pace, which has been shown to support retention and persistence (Heo & Han,

2019; Fadde & Vu, 2014).

Research Methodology

Method

A mixed-methods research methodology that combines qualitative and quantitative

data will be utilized to provide a comprehensive view of how interactive, self-paced learning

impacts professionals' time management skills.

This choice aligns with the research questions which seek to understand both

professionals' experiences (qualitative) and measurable impacts on time management skills

(quantitative). Using quantitative data will allow for the assessment of skill improvements

through pre- and post-module assessments, while qualitative data from surveys or interviews

will provide insights into learner perceptions of interactive and self-paced elements, helping

to address questions around learner engagement and perceived effectiveness.

Participants/Stakeholders

The research will involve 30 participants who are primarily working professionals

aged 25 to 45 in mid-level roles such as project managers, team leads, and analysts.

Participants will be selected using purposive sampling from a network of professionals in

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high-demand fields, focusing on those who express interest in enhancing their time

management skills and are open to completing the e-learning module.

The potential stakeholders include HR managers and professional development

coordinators. These stakeholders have a vested interest in the study because it could inform

future training initiatives and improve workforce productivity by providing data-driven

insights into the effectiveness of self-paced, interactive e-learning for skill development.

Data Collection Instrument(s)

Quantitative Instrument

Pre- and post-module quiz with multiple-choice questions will be administered. These

quizzes will assess the learner’s initial time management skills and improvements after

completing the module. The quizzes will include 10 items per quiz which will be aligned to

specific objectives such as prioritization, scheduling and SMART goal setting. This will

provide quantitative data on the learners improvement in time management skill levels.

Qualitative Instrument

A post-module survey using Likert-scale and open-ended questions will be

administered to capture learner feedback on the module’s interactivity and self-paced design.

The survey will include 10 questions that would provide qualitative data on the participant’s

experiences specifically on their perceptions of interactive and self-paced elements of the

module.

Alignment with Research Questions

These instruments align with the research questions by quantitatively measuring skill

improvements (assessing efficacy) and capturing participant feedback on the design elements

(assessing learner engagement and experiences).

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Data Analysis Technique(s)

Quantitative data analysis using descriptive statistics will be used to summarize pre-

and post-module test scores which will assist to identify any significant improvements in time

management skills of the participants.

Qualitative data analysis will be used by thematically coding the open ended survey

questions to identify recurring themes related to the interactive and self-paced features. This

method will reveal participant perspectives on how these elements contributed to their

learning experience.

Expected Timeline

Start Date: Week 1

Launch of the e-learning module and distribution of pre-module quiz.

Module Completion and Data Collection: Weeks 2-3

Participants complete the module and take the post-module quiz.

Data Analysis: Weeks 4-5

Conduct quantitative and qualitative data analysis.

End Date: Week 6

Finalize the data analysis and report findings.

Data Security and Confidentiality

All participant data will be stored on a secure, password-protected cloud platform

with restricted access. Backups will be regularly performed, and data will only be accessible

by authorized research personnel.

To maintain participant privacy, all identifying information will be removed from the

data, and responses will be anonymized. A consent form will outline how data will be used,

and participants will be informed of their right to withdraw from the study at any point.
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Conclusion

In summary, the mixed-methods research methodology will gather both quantitative

and qualitative data to assess the impact of interactive, self-paced learning on time

management skills for professionals. The study will involves 30 participants from high-

demand roles, with data collected through quizzes and surveys to provide a comprehensive

analysis of skill acquisition and learner engagement. Data will be analyzed using statistical

and thematic methods, ensuring that both skill improvements and learner perceptions are

captured. The secure handling of data will ensure confidentiality, meeting ethical standards

for research integrity.

Implementation and Refinement

Memos and Observational Notes

Observational notes and memos were systematically collected and they focused on the

following:

Engagement Levels

Observing when learners engage most and least with specific module elements (e.g.,

videos, quizzes, and simulations).

Interaction Patterns

Documenting how learners interact with self-paced features, such as time taken for

different modules and patterns in revisiting content.

Challenges and Feedback

Noting technical difficulties, learner feedback on usability, and any thematic trends in

quiz performance that suggest issues in module clarity or difficulty.

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Refinements to Research Methodology

Based on the insights from memos and notes, the following refinements can be made:

1. Enhance real time interactivity

2. Implement adaptive learning options

Justification of Refinements

Enhanced Real-Time Interactivity

Feedback from learners and stakeholders may indicate a need for real-time, interactive

elements to reduce feelings of isolation. Adding features such as optional live Q&A sessions

could further support engagement and clarify misconceptions in real-time.

Adaptive Learning Options

Additional research may support including adaptive learning pathways where learners

receive tailored suggestions based on their quiz performance. This refinement would ensure a

customized experience that addresses learners' unique needs.

Explanation of Refinements

Increased Engagement

Real-time interactive features would address gaps in learner engagement by providing

timely support, making the e-learning environment more dynamic.

Improved Learning Outcomes

Adaptive learning pathways would ensure that learners focus on areas where they

need improvement, optimizing time management skills through targeted practice.

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Potential Bias

One potential bias is the over-reliance on self-reported survey data, which can be

subject to social desirability bias or misinterpretation.

To reduce this bias, introducing observational data, such as tracking module

completion times and quiz attempts, would provide objective insights to complement the

qualitative feedback, offering a balanced view of the module’s impact.

Strategies for Future Iterations

Pilot Testing Enhanced Features

Conduct a pilot test with a subset of participants to assess the impact of real-time

interactivity and adaptive learning options. Gathering feedback from this small group will

help fine-tune these features before implementing them on a larger scale.

Incorporating Data-Driven Personalization

Use learner data, such as quiz scores and completion rates, to create an adaptive

learning environment that directs learners to areas needing improvement. This could involve

implementing AI-driven recommendations or customizable learning paths based on

individual progress, ensuring an optimized experience for future participants.

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References

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https://doi.org/10.1037/a0028058

Adeoye, M. A., Prastikawati, E. F., Oladimeji, R. M., & Olaifa, A. S. (2024). From

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Almarghani, E. M., & Mijatovic, I. (2017). Factors influencing student engagement in online

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