Compartive And Non

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Compartive And Non presentation

Compartive And Non presentation

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  • 1. A COMPARATIVE STUDY AND NON- COMPARATIVE Done by : Zahra Al-hoqani Asma Al-Amri
  • 2. Non-Comparative Study Perceptions of Online Learning Quality given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, & Online Learning Experience A Comparative Study Students’ Perceptions of Online Learning
  • 3. The type of comparative study.
    • The “Students’ Perceptions of Online Learning” is Learners’ perception and performance comparative study
  • 4. Define the problem, question and purpose of evaluation.
    • The comparative study examines students’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion.
    • The non-comparative examines audience comfort with technology, satisfaction with those experiences, and perceived quality, given their experience with online or hybrid courses.
  • 5. Define participants and evaluation instruments applied.
    • Comp: Survey was administered to students anonymously during the first class meeting and after class discussion of the online learning units.
    • Comp : Thirty six (of 40 enrolled) in the required course and eighteen (of 26 enrolled) in the elective course completed the survey.
  • 6. Define participants and evaluation instruments applied.
    • Non-comp : Survey was as an instrument; it was developed and reviewed by instructional technology experts and researchers.
    • Non-comp: It was conducted to approximately 700 professional and graduate education students.
  • 7. Describe advantages or disadvantages of the two evaluation strategies.
    • Advantage:
    • Comp: The research was not about assessing the difference between online vs. face-to-face instruction; rather, this research is more about how we can use technology effectively in the classroom and how students react to it.
  • 8. Describe advantages or disadvantages of the two evaluation strategies.
    • Disadvantage :
    • It was done without taking in the consideration of the factors that can affect the results like: learner characteristics, course content, and the learning context.
    • The largest dissatisfaction factor reported among the participants was the time required to complete the online modules.
  • 9. Report the results
    • Comp: The findings of the observation of the comparative one showed that most evaluation measures focus on subjects’ perceptions of the online units.
  • 10. Report the results
    • Non-comp :The findings of the survey showed that for students with Online course experience, comfort with technology was related to satisfaction with online course experience which was related to perceived quality; motivation to learn more about technology was also related to satisfaction of online learning experience.
  • 11. Report the results
    • For students with hybrid online course experience (WebCT), comfort was related to satisfaction and motivation; motivation was also related to satisfaction; and satisfaction was ultimately related to perceived quality. In this group (WebCT), comfort was also directly related to perceived quality.
    • Finally, among students with no online course-related experiences, comfort was related to motivation to learn about technology, but neither of these
  • 12. References:
    • Perceptions of Online Learning Quality given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, & Online Learning Experience
    • Students’ Perceptions of Online Learning
  • 13. Resources
    • http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED491688&ERICExtSearch_SearchType_0=no&accno=ED491688
    • http://jite.org/documents/Vol5/v5p201-219Smart54.pdf
  • 14.
    • THE END