Comparative and Non-Comparative

Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Clement C. Chen Flint Keith T. Jones Comparative study: Study title Author:

Learners’ perception and performance Compare students’ assessments in accounting class of course effectiveness and overall satisfaction with the course. Comparative study: Type of comparative study Purpose of evaluation :

Participants: Master of Business Administration (MBA) students in an accounting class at a university in the Northern United States Comparative study: Participants and evaluation instruments applied:

Instruments: a survey was used to compare students enrolled in a traditional in-class section, and another group in a “blended-learning” section in which the primary course delivery method was online, but in which students met in class on a limited number of occasions. Comparative study: Participants and evaluation instruments applied:

The results suggest that the two delivery methods were similar in terms of final learning outcomes, but that both may be improved by incorporating aspects of the other. Comparative study: Result:

Make meaningful comparisons between two delivery methods. Advantages of the two evaluation strategies Comparative study:

The survey was administrated only on one school and involved one MBA course in accounting.
Inferences cannot necessarily be made about other courses, institutions and instructors
Disadvantages of the two evaluation strategies Comparative study:

Learning strategies and other factors influencing achievement via web course Author: Shin, Ching-Chun, Tom, John Non - comparative study: Study title

Examine how students with different learning styles functioned in World Wide Web-based courses and to determine what factors influenced their learning. Purpose of evaluation : Non - comparative study:

Examine how students with different learning styles function Identify the demographic characteristics of the student by learning style
Identify how students' learning strategies', patterns of learning, and achievement differed in relation to their learning style
Identify relationships among student learning style, learning strategies, patterns of learning, achievement and selected variables. ed in World Wide Web-based courses and to determine what factors influenced their learning.
Objective of the study Non - comparative study:

What do we know about the way students learn through the www?
What are the important learning factors in web based courses?
Do student learning style, learning strategies and patterns of learning influence learning achievement?
Question : Non - comparative study:

Participants: 99 students at Iowa State University taking two non-major introductory courses Participants and evaluation instruments applied: Non - comparative study:

Instruments: An online questionnaire that included a learning strategies scale, a patterns of learning scale, and demographic questions was designed and posted on the Web. A total of 78 students also took the Group Embedded Figures Test (GEFT), a learning styles test. Participants and evaluation instruments applied: Non - comparative study:

Results indicated that learning styles, patterns of learning toward Web-based instruction, and student characteristics did not have an effect on Web-based learning achievement. Result: Non - comparative study:

They use two evaluation instruments disadvantages: Not all students respond to the instruments used. advantages: Non - comparative study:

Comparative and Non-Comparative

by 61820_62133 on May 10, 2009

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Comparative and Non-Comparative — Presentation Transcript