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comparative and non-comparative

comparative and non-comparative

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  • 1. Comparative & non-comparative study evaluation Done for: D.Alaa Sadik Done by: Siham Al -Omairi(67157) Asmahan Albulushi (68702)
  • 2. Study title: Comp: Comparative Analysis of Learner Satisfaction and Learner Outcomes in Online and Face –to- Face Learning Environment Non-com: Motivational and Self-Regulated Learning Components of Classroom Academic Performance
  • 3. Purpose of the evaluation
    • Comp: The primary purpose of this study was to compare an online course with an equivalent course taught in a traditional face-to - face format. (Learners perception and performance study )
    • Non-com: One purpose of this study was to examine and clarify the empirical relations between the motivational and self-regulated learning components.
  • 4. comparative study: Questions
    • What differences exist in satisfaction with the learning experience of students enrolled in online versus face-to-face learning environments?
    • 2. What differences exist in student perceptions of student/instructor interaction, course structure, and course support between students enrolled in online versus face-to-face learning environments?
    • 3. What differences exist in the learning outcomes (i.e., perceived content knowledge, quality of course projects, and final course grades) of students enrolled in online versus face-to-face learning environments?
  • 5. Non-comparative study: Questions
    • 1. How are the three motivational components related to
    • the components of self-regulated learning?
    • 2. What are the interactions among the three motivational
    • components and their relation to the self-regulated learning components?
    • 3. How are the motivational and self-regulated learning
    • components related to student performance on classroom academic tasks?
  • 6. Participant of studies
    • Non-comp: 173 seventh-grade students from eight science and seven English classrooms from a predominantly White, middleclass, small city school district in south eastern Michigan.
    • Comp : 19 students were enrolled in the online
    • version of the course.
    • 19 students, most of whom are pursuing
    • a graduate degree in Human Resource
    • Development (HRD), were enrolled
    • in the on-campus course.
  • 7. comparative study instrument:
    • (ICES): university’s Instructor and Course Evaluation System was used to obtain general student perceptions of the quality of their learning experience.
    • (DOLES) Distance and Open Learning Scale and the (DDE) Dimensions of Distance Education instruments were identified as appropriate starting points for the creation of an assessment tool for online instruction.
    • CISS Course Interaction, Structure, and Support was used to establish the construct validity of the hybrid instrument.
  • 8. Non-comparative study instrument: MSLQ : the Motivated Strategies for Learning Questionnaire was used to measure students' motivational beliefs and self-regulated learning.
  • 9. Advantages of studies:
    • Comp: 1-llustrate the findings by the tables of statistics.
    • Non-comp: 1-using more than one instruments
    • 2- explain each result and prove it.
    • 3- provide enough explanation about the
    • instrument that is used in the study.
  • 10. Disadvantages of studies:
    • Comp : 1-donot provide the enough information about participant.
    • Non-comp : 1- using only one instrument
  • 11. comparative study: Result
    • On the student satisfaction indicators, instructor quality and course quality, both groups provided positive ratings, although the face-to-face group displayed more positive views than the online group.
    • Both groups of students had positive perceptions, with the face-to-face students having significantly more positive views for interaction and support.
    • Students enrolled in the face-to-face course had a more favourable opinion of the amount and type of interactions among the students.
  • 12. Non-comparative study: Result
    • The second research question concerned the potential interactions between the motivational variables on the two cognitive scales.
    • The third research question concerned how the motivational and cognitive variables were related to student performance.
    • The study displays the zero-order correlations for the motivational, cognitive, and performance variables.
  • 13. Resources:
    • Non-comp: http://www.stanford.edu/dept/SUSE/projects/ireport/articles/self-regulation/self-regulated%20learning-motivation.pdf
    • Comp:
    • http:// www.editlib.org/index.cfm?fuseaction = Reader.ViewFullText&paper_id =8371