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

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