Studeis (82915 , 68703 )

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studies of significant and nonscientific difference of using medium on learning outcome>

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Studeis (82915 , 68703 )

  1. 1. Study (1): Title: K–12 Distance Educators at Work: Who’s Teaching Online Across the United States Target audience: k-12 Main goal: This study examines the demographic nature and experiences of K–12 online teachers. Authors: 1- Leanna Archambault 2- Kent Crippen
  2. 2. Study (1): Results: The field of K–12 online distance education is continuing to expand and grow, specifically through the proliferation of virtual schools throughout the United States. Increasingly, a growing number of educators find themselves teaching in a virtual classroom without walls.
  3. 3. Study (2): Title: Are online tutorials effective? A comparison of online and classroom library instruction methods Target audience: student of school Main goal: is about this question Can librarians effectively teach library skills using an online tutorial? Authors: Susan L. Silver a,⁎, Lisa T. Nickel
  4. 4. Study (2): Results: The tutorial proved to be as effective as classroom instruction, as there were no statistically significant differences in the quiz scores between the students in the tutorial and classroom groups.
  5. 5. Study (3): Title: Students’ Perceptions of Online Learning: A Comparative Study Target audience: under graduated students Main goal: This study examines students’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. Authors: Karl L. Smart and James J. Cappel
  6. 6. Study (3): Results :Technologies as used in online and blended learning situations have the potential to enrich the learning experience, to do more than what can be done in face-to-face or other approaches.
  7. 7. Study (1): Title: An Action Research The Effect of Computer-based Mathematics on Problem Solving Authors: Daisy T. Emanuel Target audience: Participants will be 3rd grade students who will receive 2 hours weekly computer-guided math instruction along with their regular Math Investigations Main goal: The purpose of this study is to examine the effects of computer-based mathematics curriculum on problem solving and the students’ attitudes toward computer-based mathematics.
  8. 8. Study (1): Results The students in third grade class have benefited greatly from computer-based mathematics. They have shown growth in mathematics as well as growth in personal confidences.
  9. 9. Study (2): Title: Influence of Instructional Technology on Learning and Persistence of Tribal College Students. Authors: Seeta Terry Shah Target audience: students of first year mathematics classes of Tribal Community College Main goal: study examined the relationship between students’ learning outcomes and persistence levels with instructional technology that combines cognitive learning theories with active and self-directed learning characteristics.
  10. 10. Study (2): Results Using instructional technology with traditional classroom instruction significantly and positively influenced learning outcomes and persistence levels of students of first year mathematics classes of Tribal Community College
  11. 11. Study (3): Title: THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: A META-ANALYSIS Authors: Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. Target audience: Main goal: examine the effectiveness of WBI relative to CI(Classroom Instruction) for teaching declarative and procedural knowledge and for training reactions.
  12. 12. Study (3): Results The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge ... WBI was 19% more effective than CI for teaching declarative knowledge when Web- based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training
  13. 13. It Depends
  14. 14.  It depends on the nature of content. If the content is theoretical one, the technology will has no significant difference with the traditional teaching (languages, history,…) But if it is practical or bodily, the technology will be useless rather than using traditional teaching.

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