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Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
Comparative and non-comparative evaluation in Educational technology
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Comparative and non-comparative evaluation in Educational technology

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Comparative and non-comparative evaluation in Educational technology

Comparative and non-comparative evaluation in Educational technology

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  • 1. Comparative & Non-Comparative Evaluation in Educational Technology Dr. Alaa Sadik Department of Instructional & Learning Technologies www.alaasadik.net [email_address] April 2009
  • 2. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Review of the literature shows that evaluation research in educational technology falls into four major categories: </li></ul><ul><li>Developmental studies </li></ul><ul><li>Cost-benefit analysis studies </li></ul><ul><li>Perception and performance studies </li></ul><ul><li>Non-comparative studies </li></ul>
  • 3. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Developmental studies </li></ul><ul><li>The most common type of developmental studies is conducted to investigate the strengths and weakness of the design of technology (e.g., on-line environments). </li></ul>
  • 4. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Developmental studies </li></ul><ul><li>The purpose of these studies is to suggest models to be followed in further development research. </li></ul>
  • 5. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Developmental studies </li></ul><ul><li>Examples </li></ul><ul><li>The following examples compare the potential and benefits of on-line learning to traditional method. </li></ul>
  • 6. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Developmental studies </li></ul><ul><li>Example A: </li></ul><ul><li>“ The results revealed that most students favored the user-friendly design of the user interface and a straightforward navigation system. However, the major weakness was found in the design of discussion boards that require reading, jumping forward and back ” . </li></ul>
  • 7. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Developmental studies </li></ul><ul><li>Example B: </li></ul><ul><li>“ Some students did not understand the concept of threading and posting to existing messages, and as a result, new threads were frequently incorrectly posted. This often made the direction of the discussion confusing ” . </li></ul>
  • 8. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Developmental studies </li></ul><ul><li>Example C: </li></ul><ul><li>“ Students’ feedback and behavior in discussions emphasized the importance of instructor’s participation, the need to reduce the number of topics per forum and the need to prepare students to learn and interact on-line ”. </li></ul>
  • 9. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Cost-benefit analysis of technology </li></ul><ul><li>The aim of these studies is to investigate the design elements that should be considered in costing the technology. </li></ul>
  • 10. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Cost-benefit analysis of technology </li></ul><ul><li>Examples </li></ul><ul><li>The following studies were conducted to analyze and compare the cost and evaluate the effectiveness of training courses provided in different formats (online, broadcasting, printed materials). </li></ul>
  • 11. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Cost-benefit analysis of technology </li></ul><ul><li>Example A: </li></ul><ul><li>“ The results of cost-benefit analysis showed that although Web-based education seems to have higher fixed costs than the traditional campus, the cost per student was offset by lower variable ”. </li></ul>
  • 12. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Cost-benefit analysis of technology </li></ul><ul><li>Example B: </li></ul><ul><li>“ Compared to printed materials, there is a need to consider three variables in developing and delivering on-line courses. These variables are the number of students per course, multimedia objects in the content and the live presence of the instructor during delivery ”. </li></ul>
  • 13. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Cost-benefit analysis of technology </li></ul><ul><li>Example C: </li></ul><ul><li>“ Benefits include student/instructor satisfaction, increased access, flexibility and ease of use as well as other ‘value added’ benefits (e.g. reduce traffic and pollution and the potential of new market) ”. </li></ul>
  • 14. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Learners’ perception and performance </li></ul><ul><li>A common area of evaluation aims to investigate the effectiveness of technology in students’ perception and learning outcomes, in comparison with traditional method. </li></ul>
  • 15. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Learners’ perception and performance </li></ul><ul><li>Examples </li></ul><ul><li>The following examples investigate students’ perception toward online learning compared to traditional method. </li></ul>
  • 16. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Learners’ perception and performance </li></ul><ul><li>Example A </li></ul><ul><li>“ On-line learning could be as effective as traditional instruction, or better ” </li></ul>
  • 17. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Learners’ perception and performance </li></ul><ul><li>Example B </li></ul><ul><li>“ The on-line course allowed students to be engaged in synchronous (chat) and asynchronous (e-mail and forums) interaction to communicate with the instructor and with each other ”. </li></ul>
  • 18. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Learners’ perception and performance </li></ul><ul><li>Example C </li></ul><ul><li>“ the performance of on-line students was similar to that of those in the on-campus course ”. </li></ul>
  • 19. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Non-comparative studies </li></ul><ul><li>Non-comparative studies examine factors that may be related to successful learning and students’ satisfaction or how students with different learning styles perform in a technology-based environment. </li></ul>
  • 20. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Non-comparative studies </li></ul><ul><li>Examples </li></ul><ul><li>The purpose of the following study was to identify relationships among student learning styles , learning strategies , and achievement </li></ul>
  • 21. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Non-comparative studies </li></ul><ul><li>Example A </li></ul><ul><li>“ The results indicated that learning styles and student characteristics did not have an effect on students’ achievement in online courses ”. </li></ul>
  • 22. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Non-comparative studies </li></ul><ul><li>Example B </li></ul><ul><li>“ students’ performances improved and were supported by the enhanced perception of the relevance of the practice and feedback , because students provided their own structure in the course and created their own interpersonal dialogue ”. </li></ul>
  • 23. Comparative and Non-Comparative Evaluation in Educational Technology <ul><li>Application </li></ul><ul><li>Summarizing a comparative study and non-comparative study and publishing them to blogger.com. Follow the guidelines provided by the tutor. </li></ul>

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