Differences Between Face To Face And Distance Education

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Differences Between Face To Face And Distance Education

  1. 1. Differences Between Face to Face and Distance Education in General Done by: Azeer (82920) Ahmed(68693)
  2. 2. Name of the study 1: Online versus face-to-face learning: looking at modes of instruction in Master’s-level courses <ul><li>Overview and objectives of the study: </li></ul><ul><li>This study examined performance of Master’s-level students in an </li></ul><ul><li>online course in Cognition, Learning and Assessment and compared </li></ul><ul><li>it with the performance of students in a face-to-face classroom setting </li></ul><ul><li>of the same </li></ul><ul><li>course. </li></ul><ul><li>Journal of Further and Higher Education(United States) </li></ul><ul><li>2009 </li></ul>
  3. 3. Name of the study 1: Online versus face-to-face learning: looking at modes of instruction in Master’s-level courses <ul><li>Target audience </li></ul><ul><li>This study examined </li></ul><ul><li>Six sections of the course over a two-year period. </li></ul><ul><li>The same Professor taught all sections over a two-year period. . </li></ul>
  4. 4. Name of the study 1: Online versus face-to-face learning: looking at modes of instruction in Master’s-level courses <ul><li>Assessment tool: </li></ul><ul><li>Final exams </li></ul><ul><li>Two common assignments </li></ul>
  5. 5. Name of the study 1: Online versus face-to-face learning: looking at modes of instruction in Master’s-level courses <ul><li>Study result: </li></ul><ul><li>From assessments tool the students in the face-to-face class </li></ul><ul><li>scored significantly higher on two out of the three </li></ul><ul><li>measures. </li></ul><ul><li>So there is significant difference, Better Results in the Classroom (face to face) </li></ul>
  6. 6. Name of the study 1: Online versus face-to-face learning: looking at modes of instruction in Master’s-level courses <ul><li>Resources : </li></ul><ul><li>http://www.informaworld.com/smpp/content~db=all~content=a913430396 </li></ul>
  7. 7. Name of the study 2 : Comparing Learning Outcomes between Traditional and Distance Education Introduction to Philosophy Courses <ul><li>Overview and objectives of the study: </li></ul><ul><li>This study compared students in traditional and distance sections of PHIL 101: Introduction to Philosophy in terms of both objective learning outcomes and student attitudes in the form of students' anticipated and perceived learning and course satisfaction </li></ul><ul><li>Centre for Philosophical and Religious Studies - Department of Theology and Religious Studies - University of Leeds </li></ul><ul><li>Smith, R. J. & Palm, L. J. </li></ul><ul><li>2007 </li></ul>
  8. 8. Name of the study 2 : Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses <ul><li>Target audience </li></ul><ul><li>This study examined </li></ul><ul><li>141 students (56 men and 85 women.) who enrolled in Introduction to Philosophy during the fall semester of 2005 or the spring semester of 2006 </li></ul><ul><li>16-week fall and spring semesters </li></ul>
  9. 9. Name of the study 2 : Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses <ul><li>Assessment tool: </li></ul><ul><li>Survey Questions </li></ul><ul><li>Academic Performance </li></ul>
  10. 10. Name of the study 2 : Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses <ul><li>Study result: </li></ul><ul><li>From assessments tool the results of the study indicated </li></ul><ul><li>that the traditional and distance students did not differ </li></ul><ul><li>significantly in their in performance on graded </li></ul><ul><li>performance </li></ul><ul><li>So there no significant difference Between Results in the Classroom and distance students </li></ul>
  11. 11. Name of the study 2 : Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses <ul><li>Resources : </li></ul><ul><li>http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/5 </li></ul>
  12. 12. Name of the study 3 : Navigational Tools' Effect on Learners' Achievement and Attitude <ul><li>Overview and objectives of the study: </li></ul><ul><li>The purpose of this study was to examine how the use of different navigation tools influence the knowledge acquisition and attitudes of learners of different ability levels </li></ul><ul><li>Faculty of Virginia Polytechnic Institute and State University </li></ul><ul><li>March 7, 2000 </li></ul><ul><li>Blacksburg, Virginia </li></ul>
  13. 13. Name of the study 3 : Navigational Tools' Effect on Learners' Achievement and Attitude <ul><li>Target audience </li></ul><ul><li>This study examined </li></ul><ul><li>Grade 8 students at the public middle school where the researcher was employed. </li></ul>
  14. 14. Name of the study 3 : Navigational Tools' Effect on Learners' Achievement and Attitude <ul><li>Assessment tool: </li></ul><ul><li>Academic Performance </li></ul>
  15. 15. Name of the study 3 : Navigational Tools' Effect on Learners' Achievement and Attitude <ul><li>Study result: </li></ul><ul><li>From assessments tool Results show a significant gain in achievement for high ability level students using the navigational tool search engine. Significant difference in attitude was found for all ability levels using the navigational tool menu. </li></ul><ul><li>So there significant difference: Better Results with student who has high ability in using technology </li></ul>
  16. 16. Name of the study 3 : Navigational Tools' Effect on Learners' Achievement and Attitude <ul><li>Resources : </li></ul><ul><li>http://scholar.lib.vt.edu/theses/available/etd-04132000-16260041/unrestricted/Navigation_Tools.pdf </li></ul>
  17. 17. <ul><li>Our point of view: </li></ul><ul><li>We believe that we cannot say that there is or there is no significant deference as everything depend on the situation it self </li></ul>

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