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Colorado Christian University Collection of Qualitative Data Analysis Paper

Colorado Christian University

Question Description

I’m studying and need help with a Management question to help me learn.

the assignment:

Build for your chosen research proposal your Data Analysis Plan. This should include how you will obtain your primary data (data or information collected by you personally, directly from humans), how you will organize it, and what methods or statistical processes you will use to extract meaning from that data. This is an application exercise.

i will provide you with my topic, introduction and literature review to help you form this assignment.

i will also provide an example of this assignment done by other classmate to help you understand the requirement.

try as you can to follow the example that the other classmate done since it very good and the professor liked it

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1 Online student Vs. on campus student in knowledge of disaster management Literature Review 2 Introduction Distance education becomes a vitally important part of the higher education family. Just about every major American university offers these courses. Distance education meets a broader student audience, addresses student needs better, saves money, and, most critically, uses modern learning pedagogy concepts (Fitzpatrick, 2001). Public and political interest in distance education is particularly high in geographical regions where the student population is widespread (Sherry, 1996). In fact, in some states, public-policy leaders recommend the use of distance education as opposed to traditional learning. Distance education is defined as structured learning, in which time and space separate the instructor and the student, uses the latest technology to bridge the gap between the educational participants (Ham, 1995; McIsaac & Gunawardena, 1996). Despite the rapid growth in technology-facilitated learning to meet the increased demand of students, the quality of higher learning through distance education has been questioned. In particular, there is a frequent public perception that distance learning is not as active as traditional face-to-face education (Dede, 1996; Harrison, 2001). Nevertheless, there is no significant difference, based on empirical evidence, between conventional and technology-mediated learning (Verduin & Clark, 1991). In this study, the researcher will try to investigate the effectiveness of the online courses vs. on-campus classes in the teaching of disaster management by assessing the knowledge of the student taking these courses in basic disaster management sciences and then comparing their findings to reach to a conclusion. The researcher hypothesis that online students are as capable as on-campus students in the knowledge of disaster management. 3 Literature review #1 study This article was published in Prehospital and Disaster Medicine journal in 2018. This research study aimed to understand better how medical and non-medical hospital staff work with online training regarding preparedness for pediatric disasters. In this research study, improvements in the acquisition of knowledge of pediatric disaster pre-painfulness were investigated within. Between the medical and non-medical staff of the children's hospital, all of whom engaged in online training. Analysis and evaluation of pediatric disaster preparedness training courses are required before the design and implementation of a national program is feasible. The study location was a children's community hospital serving a diverse, urban population in a large metropolitan area. In 2008, a multidisciplinary team within the Children's Hospital Los Angeles Pediatric Disaster Education and Training Center developed an online training course using the technique of developing A curriculum. This research study showed that medical staff initially scored higher than non-medical staff in the planning, triage, and age-specific care modules of an online pediatric disaster preparedness training course on average. Still, in these three modules, they did not differ in their score change levels. This research study showed that medical staff initially scored higher than nonmedical staff in the planning, triage, and age-specific care modules of an online pediatric disaster preparedness training course on average. Still, in these three modules, they did not differ in their score change levels. The study also found that in the disaster management and hospital emergency code response modules, non-medical personnel initially scored lower than medical staff on average but had higher score change rates in these two modules, and their scores increased through additional attempts. 4 #2 study This research tested why students chose distance education and students ' perceptions of the quality and difficulty of those courses compared to classroom courses. The data suggest that students strongly prefer distance education, primarily because it helps them to balance their other obligations more efficiently. In online learning environment, respondents also perceive they achieve higher quality educational outcomes. We do not accept that for the ease of using distance learning, and we lose a quality education. While distance learning may be most suitable at colleges and universities with a large number of adult learners, commuters, and part-time students, institutions may have some educational advantages in integrating some of the best aspects of distance learning into traditional courses to build a "hybrid" learning to set. #3 study This study examined the efforts of one state to plan and offer a selection of online career development courses. The study examined the perspectives of both the teachers and the early instructors in these online and technology-mediated professional development courses by survey research methods. Findings in this study indicated that early educators were using technology for personal use but may be less familiar with learning technologies. The research findings suggest that some early teachers have the technical skills and confidence required to use and benefit from the online modules for professional development. Still, most early teachers also tend to use both technology and input from an educator or supervisor while participating in professional development. 5 #4 study This research aims to concentrate on the difference between face-to-face and online training through the Diagnosis and Echocardiography (ECG) telegram program for emergency medicine residents. This quasi-experimental study was conducted during 2016-2017 through the participation of 140 medical students studying emergency medicine at Isfahan Medical Sciences University. Individuals were divided into two classes of 70 students trained by two methods, like face to face and a mobile communication application (Telegram) for ECG interpretation. To evaluate the ECG participants' interpretational and diagnostic skills before and after the training, they used the same test and recorded the percentage and their scores of the correct answers. Using SPSS Software, they analyzed the data. The mean student score before and after training in the face-to-face group was 12.3 ± 2.37, and 16.53 ± 1.99 respectively, while the mean student score back and after exercise in the online class group was 12.12 ± 2.06, and 16.56 ± 2.11. A significant increase in the level of knowledge and skills of ECG interpretation in both groups was noted, but an increase in the level of knowledge was noted. #5 study This study was carried out by designing online training to improve the awareness and minimize autism-related stigma among college students. Participants (N= 365) completed the pre-test, online, and post-test training. Women reported less stigma regarding autism than men. Participation in preparation was associated with reduced stigma and increased autism awareness. Although the participants had relatively high baseline knowledge of autism, misunderstandings were common, particularly in open-ended responses. Participants also associated autism with other disorders, such as delays in learning. 6 #6 study The study aimed to assess changes in the self-reported performance of smoking cessation interventions as per the 5A model (Ask; Advise; Assess; Assist, and Arrange follow-up) among clinicians; and identify key barriers and facilitators in the implementation of smoking cessation before and after an online smoking cessation training program. By using the Prepost evaluation model, they analyzed self-reported end of smoking interventions among clinicians working in Catalan hospitals (Spain) in implementing the 5A model. Also, they have analyzed factors at the human, behavioral, and organizational level that serve as obstacles and facilitators in implementing the model 5A. They used a questionnaire (scored from 0= none to 10= most possible) of 63 items reflecting each of the 5A performances. The survey was completed both immediately prior to training and six months after. Researchers analyzed data from those participants who had a clinical function and responded to pre-and post-questionnaires using the paired data non-parametric test (Wilcoxon) to assess improvements in scores. Ultimately, the performance of the assist component was significantly increased, and a follow-up component was planned for the intervention. Scores in the perception of the overall level of preparation, ability to use smoking cessation medications, increased level of competence, and organizational acknowledgment at the follow-up; nevertheless, the score in the perception that suggests cessation of smoking is part of their job decreased. #7 study This study was done to evaluate the effectiveness of an online resource for training designed to improve the ability of medical students to recognize dying, using an Online multicenter, 7 double-blind, randomized controlled trial (NCT03360812). The teaching tool for the intervention group was built from the weightings of different signs/symptoms of a panel of specialist palliative care doctors to identify dying. The population of the study was senior UK medical students who participated. They analyzed 92 patient summaries and gave pre, post, and two weeks after training a likelihood of death within 72 hours (0 percent likely survival– 100 percent certain death). First result: (1) Mean Absolute Difference (MAD) score between scores of the participants and the experts immediately after intervention. The study result was out 168 participants, 135 (80 percent), completed the trial; 66 (49 percent) took the intervention. After using the training resource, the intervention group had a better understanding with the experts in their survival estimates and in the weighting of clinical factors as well as in their survival estimates (πMAD ubiquitously ibid.= < 0.001). At the 2week time point, there was no learning impact of the MAD scores! (MAD= 1.50, ubiquitously= 0.21). The intervention group was statistically more expert in their decisionmaking versus controls at the 2-week time point (intervention CWS= 146.04 (SD 140.21), control CWS= 110.75 (SD 104.05); p= 0.01). The online training tool has proved effective in altering medical students' decision-making to align more with professional decision-making. One thing that I noticed in this study that caught my attention is the amount of vocabulary mistakes that make me sometimes struggling to understand the content. #8 study This paper analyzed attitudes regarding the effectiveness of distance learning and determined the effect such views had on choices. Two hundred and one students (56% males and 44% females) attending a major southeastern university and 26 employers (60% males and 40% females) attending a university career fair took part in this report. Applicants reviewed two job descriptions, two resumes, and the authors created two cover letters.The participants were 8 asked to review both an undergraduate and an MBA candidate's qualifications. Results, partially supported the hypothesis, which is hypothesis 1 "that perceived technology usefulness will be related to perceptions of distance learning and on-line degrees", hypothesis 2 "that the number of hours spent using technology in a week will be related to perceptions of distance learning and on-line degree" showing that individuals assumed distance education was of lower quality than traditional classes. This belief influenced Their hiring decisions.#9 study #9 study This study tries to study the performance of online and traditional students taking the Organization and Management course the study sample includes all students in seven sections of an organization and management undergraduate course taken in either the Fall 2006 or Spring 2007 semesters at a large public university in a large Eastern metropolitan area. Results complement previous analyzes by finding that when researchers-controlled factors such as class, major, and GPA, online course students do the same in objective performance measurements, but not better than traditional course students. Researchers have also found that females performed at least as well as males in the online sections. Researchers discussed these results with some changes in online education and some people's persistent perception that online education is somewhat problematic because more discipline is needed in online courses. #10 study This study utilized inferential statistics to investigate the differences between the mean GPA for a traditional information technology education program and a fully online program of the same courses at a four-year public college in the Southeastern United States. Great efforts 9 have been made to make sure that the online program is as similar as possible to the Face-toFace Bachelor of Information Science program. There were 308 conventional students and 71 full-line students in the study. The study results found no significant difference in GPA assessed student success in both the fully online curriculum and the conventional course. 10 Reference Blau, G. (2008). Student Performance in Online and Traditional Sections of an Undergraduate Management Course. Retrieved from https://www.academia.edu/28848296/Student_Performance_in_Online_and_Traditional_Sect ions_of_an_Undergraduate_Management_Course Dede, C. (1996). Emerging technologies in distance education for business. Journal of Education for Business, 71, 197-204. Fitzpatrick, R. (2001). Is distance education better than the traditional classroom? Retrieved from http://www.clearpnt.com/accelepoint/articles/r_fitzpatrick_060101.shtml Ham, R. (1995). Distance education: Teaching tools for the 21st Century. The Technology Teacher, 45, 43. Harrison, N. (2001). Is distance learning the poor cousin of ‘proper’ training and education? Intermedia, 29, 10-17. Hannay, M. (2006). Perceptions of Distance Learning: A Comparison Of On Line. Retrieved from http://jolt.merlot.org/documents/MS05011.pdf Johnathan, Y. (2013). An Investigation Of Traditional Education Vs. Fully-Online. Retrieved from http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1039&context=sais2013 11 Jillian, A. Katherine, R. (2004). The Competitive Advantage of Online versus Traditional Education. Retrieved from https://eric.ed.gov/?id=ED492477 McIsaac, M.S., & Gunawardena, C.N. (1996). Distance education. In D.H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology. New York, NY: Macmillan. Martínez, C., Castellano, Y., Company, A., Guillen, O., Margalef, M., Arrien, M. A. (2018). Impact of an online training program in hospital workers' smoking cessation interventions in Bolivia, Guatemala, and Paraguay. Tobacco Prevention & Cessation, 4(Supplement). DOI: 10.18332/tpc/90474 Pham, P. K., Behar, S. M., Berg, B. M., Upperman, J. S., & Nager, A. L. (2018). Pediatric Online Disaster Preparedness Training for Medical and Non-Medical Personnel: A MultiLevel Modeling Analysis. Prehospital and Disaster Medicine, 33(4), 349–354. DOI: 10.1017/s1049023x18000596 Richardson, J. T. E. (2010). Face-to-face versus online tuition: Preference, performance, and pass rates in white and ethnic minority students. British Journal of Educational Technology, 43(1), 17–27. DOI: 10.1111/j.1467-8535.2010. 01147.x Sherry, L. (1996). Issues in distance learning. Retrieved from http://www.cudenver.edu.public/education/edschool/issues.html 12 Verduin, J. R., & Clark, T. (1991). Distance education: The foundations of effective practice. San Francisco: Jossey- Bass. White, N., Oostendorp, L. J., Tomlinson, C., Yardley, S., Ricciardi, F., Gökalp, H., Stone, P. (2019). Online training improves medical students' ability to recognize when a person is dying: The ORaClES randomized controlled trial. Palliative Medicine, 34(1), 134–144. DOI: 10.1177/0269216319880767 Data Analysis Plan The research will employ the use of an observation schedule based on a check-list to complement the other data collection methods used like interviews and questionnaires. It helps in the synchronization of the data collected through the other means. Data analysis is the process through which research uses to find the meaning of the data that was collected during the research (Sutton & Austin, 2015). It includes activities like coding, sorting, data entry, processing, and result interpretation. The choice of the analysis techniques to be used largely depends on the suitability in regards to the nature of the study. For this research, the first step in the analysis will be data entry and editing. Data received from the questionnaires and observation schedule will be checked for any errors. It is an important proofreading step that helps in the elimination of any accidental misleading data that might result from errors during the data collection stage (Loehnert, 2010). The data will then be subjected to both quantitative and qualitative analysis. Qualitative analysis will be used to analyze the data collected from the personal observations and the open-ended questions in the questionnaires. The quantitative data will be made up of the close-ended questions in the questionnaires and categorized data. The quantitative data will then undergo coding to prepare it for further analysis. Statistical Package for Social Sciences (SPSS) will be used to carry out the coding process and help in the generation of descriptive statistics such as graphs, frequency tables and percentages where applicable. The reason for using this method is because the data were arranged into different categories in relation to the views, opinions, and perceptions of the respondents. SPSS makes it easy to code different types of data and does an excellent job of providing descriptive analysis and is easy to use. It also has a huge number of statistical procedures that are specifically made to be used in analyses of social sciences data and has the capability of handling a large amount of data (Ozgur, Kleckner & Li, 2015). References Loehnert, S. (2010). About Statistical Analysis of Qualitative Survey Data. International Journal of Quality, Statistics, and Reliability, 2010, 1-12. doi: 10.1155/2010/849043 Ozgur, C., Kleckner, M., & Li, Y. (2015). Selection of Statistical Software for Solving Big Data Problems. SAGE Open, 5(2), 215824401558437. doi: 10.1177/2158244015584379 Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian Journal of Hospital Pharmacy, 68(3). doi: 10.4212/cjhp.v68i3.1456 Data Analysis Plan This section describes the research design and technical details for releasing and collecting survey responses, as well as conducting the analytical work to develop insights. Research Design The study will be a qualitative data study to understand more about the overall theme of emergency preparedness of individuals in Puerto Rico. The study will also look to understand subthemes of perceived threats and concerns detailed by the subjects, first-hand experiences to understand gaps in the current system for providing assistance to individuals during these circumstances. Population and Sample The population to be studied is the adult population of Puerto Rico. To complete the study, 50 participants will be sampled from this population by recruiting through Facebook and other social media outlets. Those who sign up and qualify to participate will receive a secure link to a Qualtrics survey. This is a one-time survey. Technology Social media channels will be used to source participants who meet the criteria. For those who sign up and qualify, a Qualtrics survey tool will be used to create and distribute the survey. The participant will answer open ended, qualitative survey questions that relate to their level of preparedness for a disaster, what past experienc ...
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Running head: DATA ANALYSIS PLAN

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Data Analysis Plan
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DATA ANALYSIS PLAN

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Data Analysis Plan
During the research, it is crucial to have strategic steps and methods that will ensure the
collection of qualitative data used for the study. For this research, I would employ using various
data collection methods such as observations, questionnaires, and intervie...

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Carnegie Mellon University

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