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Report comparative & non-comparative studies

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  • 1. Sultan Qaboos University College of Education Instructional and Learning technologies (TECH4102) Comparative & Non-comparative Studies Submitted to: Dr. Alaa Sadik. Done by: 1. Hamed Al-Maqbali 68719 2. Saif Al-Talbi 68708 Spring 2010
  • 2. Title: Comparing Student Learning and Attitudes Type of study: Perception and Performance study. Author: Renee Smith and Linda Palm Purpose: This study compared students in traditional and distance sections of PHIL 101: Introduction to Philosophy in terms of both objective learning outcomes and student attitudes in the form of students' anticipated and perceived learning and course satisfaction. The Audience: 141 students who enrolled in Introduction to Philosophy during the fall semester of 2005 or the spring semester of 2006 at Coastal Carolina University. The technology used: Traditional format VS distance format Instrument: Survey Conclusion: The results of the study indicated that the traditional and distance students did not differ significantly in their in performance on graded assignments, their expectations for learning at the start of the course, their perception of what
  • 3. they had learned at the end of the course, and their willingness to take another philosophy course. Distance students anticipated enjoying specific course activities more than traditional students, but at the end of the semester, reported enjoyment of these activities did not differ. Students in the traditional classes, however, rated the lectures as more interesting and rated the course, overall, as more enjoyable than students in the distance classes. The implications of these findings for philosophy instructors considering the use of the distance format are discussed. Title: Comparing the Impact of Two Different Designs for Online Discussion Author: Yuankun Yao The purpose: This study compared two ways of designing the discussion forums in an online class for teacher candidates. The purpose was to find out if requiring students to respond to one another with little intervention from the instructor would lead to increased student participation and more significant student learning, as compared to a design that required students to directly respond to the original discussion topic followed by an instructor response. The audience: Students of University of Central Missouri in Warrensburg located 35 miles from suburban Kansas City in USA. The technology used: Online Discussion
  • 4. Instrument: Observation Conclusion: This study examined the impact of two different designs of online discussion on student participation in the discussions and the type of learning that was generated. The results showed that when students were given an opportunity to respond to each other with the instructor mostly absent in the discussion process until the end of the discussions, they would visit the discussion forums more frequently. They were also more likely to pose follow-up questions for their classmates and engage in meaningful inquires. On the other hand, when the instructor posted frequently in the discussion forums, students would respond to him instead of their peers, and the discussions were seldom carried forth in much depth. References: 1. Smith and Palm, Renee and Linda. (2010). Comparing Student Learning and Attitudes. 13th January. 2. Yao, Yuankun.Comparing the Impact of Two Different Designs for Online Discussion.