State and justify your proposed research topic. Recognizing that the dissertation literature review is a foundational review of the scholarly relevancy of any doctoral study, consider that premise for effectively responding to the following statements: A. What are the scholarly-based gaps in the literature as it relates to your topic? The identification of a literary gap solidifies that a doctoral study is relevant, addresses a bonafide need in the theoretical field and/or adds to the collective body of scholarly-based written work. B. Who are the seminal literary leaders that are recognized as foundational on your topic? Describe in breadth and depth their key work and findings by citing relevant scholarly sources. Explain the importance of these scholarly sources on your proposed research. C. In addition to the seminal works, identify and review at least two dissertations that are similar to your proposed study. Describe the key research-based and related similarities and differences through the explanation and justification of scholarly material relevant to the body of the research. The response must be fully supported with citations and referencing of appropriately researched scholarly sources. Research Topic: University students resistance to online learning. Problem Statement Although online learning supplements face-to-face learning systems, it is critiqued for the issue of equivalence. Scholars have sought to determine if online courses deliver similar learning outcomes when compared to direct contact systems (Jahng, Krug, & Zhang, 2007). From the learners’ viewpoint, equivalence is a perceptual issue. Students perceive learning as equivalent if they have reason to believe that they are gaining similar benefits to those of their counterparts enrolled in different study modes. These benefits include flexibility of the course structure, interaction with instructors and classmates, and perceived knowledge gained. Based on these dimensions, previous studies reveal that students do not perceive online study as equivalent to face-to-face courses (Platt, Raile, & Yu, 2014). However, without a comprehensive description of the problem, it would be difficult to conclude on the efficiency of online learning and what measures universities can take to ensure its effectiveness. This phenomenological study aims at assessing student’s resistance to online courses. The purpose of this qualitative, phenomenological study is to describe student experiences and resistance to online learning.
