Furthermore, the approach of learning can be enhanced by enabling the students to work autonomously, developing the feeling of self-belief and collaborating in an effective manner. On the other hand, development can be enhanced by inducing proper learning behaviour and mitigating any sort of query and issue that the people face in the course of developing new behaviours (Weimer, 2012; Vygotsky, n.d.).
Correspondingly, theory and research are regarded as two different aspects wherein theory is regarded as the approach of widely acknowledged principles as well as explanations. Additionally, the aspect of theory is highly descriptive in nature and recognised to possess most reliable form of knowledge. Moreover, theories are highly recognised in logical form based on substantial evidences. On the other hand, research is regarded as the creative work undertaken to justify the utilisation of varied theories and develop new knowledge. Nevertheless, both theory and research is regarded as the scientific methods, which help the people to acquire knowledge and develop new practices. Relatively, the aspect of theory is based on the surveillance of phenomena and research emphasis over proving that has been inferred with the observations (Layder, 1998).
In relation to the above context, in order to develop face-to-face and online presentation, the approach of transformation theory could be taken into concern. Besides, the application of the theoretical prospective will allow making significant transformation of learning behaviour that will encourage the students to build higher level of communication and interactive approach with the audiences. Additionally, theories are proved to be effective in producing valuable learning within the students and highly beneficial to understand the interaction patterns prevailing within the learning environment (Kitchenham, 2010).