Done by:  Mi Al-Nasri Kareema Al-Sybi Done for:  Dr. Alaa Sadik Comparative and Non-Comparative study
Title of Studies Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchrono...
Purpose   of Studies It investigates factors affecting student satisfaction with and perceived learning from asynchronous ...
Questions   of Studies <ul><li>What differences exist between students enrolled in online versus face-to-face learning env...
Participants of Studies <ul><li>3,800 students who were enrolled in 264 courses but About (1,406) students returned the su...
instruments of Studies <ul><li>Student Survey Data  </li></ul><ul><li>Course Design Data: twenty-two variables using Liker...
Results of Studies <ul><li>It shows high levels of satisfaction with and perceived learning from SLN courses </li></ul><ul...
Results of Studies <ul><li>Three factors that contributing significantly to the success of online courses.  </li></ul><ul>...
Advantages of Studies <ul><li>Used more than one instrument for collecting data. </li></ul><ul><li>Gives some information ...
Advantages of Studies <ul><li>Used more than one instrument for collecting data. </li></ul><ul><li>Gives some information ...
Disadvantages of Studies <ul><li>No clear information about participants  </li></ul><ul><li>The composition of the student...
Resources <ul><li>Swan, K. (2001). Virtual interactivity: design factors affecting student satisfaction and perceived lear...
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Comparative And Non Comparative Study

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Comparative And Non Comparative Study

  1. 1. Done by: Mi Al-Nasri Kareema Al-Sybi Done for: Dr. Alaa Sadik Comparative and Non-Comparative study
  2. 2. Title of Studies Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face to Face Learning Environment. Type of comparative study: learner's perception and performance Non-Comparative Comparative
  3. 3. Purpose of Studies It investigates factors affecting student satisfaction with and perceived learning from asynchronous online learning <ul><ul><li>Compare an online course with an equivalent course taught in a traditional face-to face format. </li></ul></ul>Non-Comparative Comparative
  4. 4. Questions of Studies <ul><li>What differences exist between students enrolled in online versus face-to-face learning environments in: </li></ul><ul><ul><li>satisfaction with the learning experience? </li></ul></ul><ul><ul><li>student perceptions of student/instructor interaction, course structure, and course support ? </li></ul></ul><ul><ul><li>learning outcomes (i.e., perceived content knowledge, quality of course projects, and final course grades)? </li></ul></ul>Non-Comparative Comparative
  5. 5. Participants of Studies <ul><li>3,800 students who were enrolled in 264 courses but About (1,406) students returned the survey. </li></ul><ul><li>About 73 courses and eleven hundred and eight (1,108) students were enrolled in the courses whose design features we examined. </li></ul><ul><li>19 students: were taught on the campus of a large Midwestern university through a traditional face-to-face format </li></ul><ul><li>19 students: were offered totally online, with no direct face-to-face contact between the instructor and the students. </li></ul>Non-Comparative Comparative
  6. 6. instruments of Studies <ul><li>Student Survey Data </li></ul><ul><li>Course Design Data: twenty-two variables using Likert-type scaling </li></ul><ul><li>some items from (ICES) instrument </li></ul><ul><li>CISS instrument </li></ul><ul><li>Students projects </li></ul><ul><li>Final course Grade </li></ul><ul><li>A self-assessment instrument </li></ul>Non-Comparative Comparative
  7. 7. Results of Studies <ul><li>It shows high levels of satisfaction with and perceived learning from SLN courses </li></ul><ul><li>indicate that most students believed their level of interaction with the course materials, with their instructor, and with their peers was as high or higher than in traditional face-to-face courses. </li></ul><ul><li>Student Satisfaction: on instructor quality and course quality, both groups provided positive ratings . </li></ul><ul><li>Perception of course interaction, structure and support : Overall, both groups of students had positive perceptions. with the face-to-face students having significantly more positive views for interaction and support. </li></ul>Non-Comparative Comparative
  8. 8. Results of Studies <ul><li>Three factors that contributing significantly to the success of online courses. </li></ul><ul><ul><li>a clear and consistent course structure, </li></ul></ul><ul><ul><li>an instructor </li></ul></ul><ul><ul><li>a valued and dynamic discussion. </li></ul></ul><ul><li>Student Learning Outcomes: </li></ul><ul><ul><li>Blind review of course projects: The difference in the project ratings for the two groups was not significant </li></ul></ul><ul><ul><li>Course grade: The grades were, for the most part, equally distributed between both groups </li></ul></ul><ul><ul><li>Self- assessment: Significant differences were found on only five of the 29 items on the self-assessment instrument </li></ul></ul>Non-Comparative Comparative
  9. 9. Advantages of Studies <ul><li>Used more than one instrument for collecting data. </li></ul><ul><li>Gives some information about why the finding is that. </li></ul><ul><li>Equivalence of the groups in number, same instructor and course, delivered by the same department, and required the same content, activities, and projects </li></ul><ul><li>All data were collected at or near the end of the semester </li></ul><ul><li>Researcher used more than one instrument, so this makes research more reliable and creditable. </li></ul>Non-Comparative Comparative
  10. 10. Advantages of Studies <ul><li>Used more than one instrument for collecting data. </li></ul><ul><li>Gives some information about why the finding is that. </li></ul><ul><li>To ensure instrument validity, Researcher used many ways. </li></ul><ul><ul><li>The researcher contacted with authors of the (DOLES) and (DDE) instruments to obtain copies and necessary permission to use their instruments. </li></ul></ul><ul><ul><li>content experts reviewed the items of instrument (CISS) . </li></ul></ul><ul><ul><li>the instrument was pilot tested in an undergraduate engineering course (43 students) and two graduate education courses (25 students). </li></ul></ul>Non-Comparative Comparative
  11. 11. Disadvantages of Studies <ul><li>No clear information about participants </li></ul><ul><li>The composition of the students and the small sample size makes it difficult to interpret the result. </li></ul><ul><li>The CISS instrument is still in its early developmental stage and has not completed a full analysis to ensure reliability and full construct validity. </li></ul>Non-Comparative Comparative
  12. 12. Resources <ul><li>Swan, K. (2001). Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22, (2), 306-331. </li></ul><ul><li>JOHNSON, S. ARAGON,S. SHAIK,N. PALMARIVAS, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face to Face Learning Environment. USA </li></ul>
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