USEFULNESS OF VIRTUAL CLASSROOMS FOR INSTRUCTIONAL DELIVERY OF BUSINESS STUDIES COURSES IN UPPER BASIC EDUCATION
ABSTRACT
This research project aims to investigate the usefulness of virtual classrooms for instructional delivery of business studies courses in upper basic education. The emergence of virtual classrooms, facilitated by advancements in technology, has transformed the landscape of education by offering new opportunities for remote learning and instructional delivery. This study seeks to explore the perceptions of teachers and students regarding the usefulness of virtual classrooms in the context of business studies courses, examine the benefits and challenges associated with their implementation, and propose recommendations for effective utilization of virtual classrooms in upper basic education.
A mixed-methods research design will be employed, utilizing surveys, interviews, and classroom observations to collect data from teachers and students in upper basic education settings. The research objectives include exploring perceptions of virtual classrooms, examining their usefulness in instructional delivery, identifying the benefits and challenges of their implementation, and proposing recommendations for effective utilization.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the usefulness of virtual classrooms for instructional delivery of business studies courses. The research will explore the perceptions of teachers and students, considering factors such as accessibility, engagement, interactivity, flexibility, and learning outcomes. Additionally, the study will examine the usefulness of virtual classrooms in instructional delivery, assessing their ability to facilitate active learning, provide real-world applications, foster collaboration, and enhance student motivation. Furthermore, the research will identify the benefits associated with virtual classrooms, including expanded access to resources, increased student engagement, improved technological literacy, and enhanced flexibility in scheduling. It will also address the challenges, such as technical issues, limited internet access, lack of teacher training, and potential inequities in access to technology. Based on the findings, recommendations will be proposed for the effective utilization of virtual classrooms, including teacher training and support, infrastructure improvement, curriculum adaptation, and student support mechanisms.
The implications of this research extend to teachers, students, administrators, policymakers, and educational technology providers. The findings will provide teachers and students with insights into the usefulness of virtual classrooms for instructional delivery, informing their decisions and practices regarding remote learning. Administrators can utilize the research findings to inform decision-making regarding the integration of virtual classrooms into the curriculum and the allocation of resources. Policymakers can consider the recommendations proposed in the research to inform policies and initiatives that support the effective utilization of virtual classrooms in upper basic education. Educational technology providers can benefit from the research findings by gaining an understanding of the specific needs and challenges associated with virtual classroom implementation, allowing them to tailor their products and services accordingly.
In conclusion, this research project investigates the usefulness of virtual classrooms for instructional delivery of business studies courses in upper basic education. By exploring perceptions, examining benefits and challenges, and proposing recommendations, stakeholders can work towards effectively utilizing virtual classrooms to enhance instructional delivery and improve the learning experience in business studies courses.
USEFULNESS OF VIRTUAL CLASSROOMS FOR INSTRUCTIONAL DELIVERY OF BUSINESS STUDIES COURSES IN UPPER BASIC EDUCATION, GET MORE PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.