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Comparative and non comparative study.<br />Done by: AmnaAlabri<br />AsilaAlhashmi<br />
The study is: Students’ Perceptions of Online E-learning.Author: Karl L. Smart and James J. CappelCentral Michigan Univers...
Objectives:<br />   • Examines students’ perceptions of integrating online components.• Provides data on an initial attemp...
Instruments: Survey.<br />Advantage: • Research is encouraged to explore.• Use of real-world situations has the potential ...
Disadvantages or limitations of online learning:<br />• In this study the instrument focused the important of using “blend...
The results of the study were as follows<br />• Participants in an elective course rated the online modules significantly ...
Non-comparative study :<br />
The study name isWEB-BASED LEARNING: RELATIONSHIPS AMONG STUDENT MOTIVATION, ATTITUDE, LEARNING STYLES, AND ACHIEVEMENT .D...
Objectives<br /> determine how student motivation, attitude, and learning styles influenced achievement in web-based cour...
Instrument<br /> a learning style test, an on-line questionnaire <br />
Result:<br /> Over two-thirds of the students taking the web-based courses were field-independent learners; however, there...
Result<br /> two-thirds of the students were field-independent learners. there were no significant differences in achiev...
Disadvantage<br />They used one instrument tool to classify student learning style which is questionnaire. With this tool ...
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Comparative and non comparative study

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Transcript of "Comparative and non comparative study"

  1. 1. Comparative and non comparative study.<br />Done by: AmnaAlabri<br />AsilaAlhashmi<br />
  2. 2. The study is: Students’ Perceptions of Online E-learning.Author: Karl L. Smart and James J. CappelCentral Michigan University, Mount Pleasant, MI, USAPublish: 2002University of Technology.Audience: Students in schools and university in united state<br />Study 1<br />
  3. 3. Objectives:<br /> • Examines students’ perceptions of integrating online components.• Provides data on an initial attempt to integrate online modules in a traditional class.• Moving toward the model of blended or online instruction. <br />
  4. 4. Instruments: Survey.<br />Advantage: • Research is encouraged to explore.• Use of real-world situations has the potential to promote deep learning.<br />
  5. 5. Disadvantages or limitations of online learning:<br />• In this study the instrument focused the important of using “blended learning” approach.And the sense of learner isolation.• Use one type of instrument to evaluate student perception and Environment.<br />
  6. 6. The results of the study were as follows<br />• Participants in an elective course rated the online modules significantly better than those in a required course.• Students in the elective course had a significantly higher mean satisfaction rating than subjects in the required course.• Participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative.<br />
  7. 7. Non-comparative study :<br />
  8. 8. The study name isWEB-BASED LEARNING: RELATIONSHIPS AMONG STUDENT MOTIVATION, ATTITUDE, LEARNING STYLES, AND ACHIEVEMENT .Done byChing-Chun Shih, Research Associate and Julia Gamon, Professor Emeritus from Iowa State University . this study include 99 students taking two Web-based courses in college of agriculture at a land grant university.<br />
  9. 9. Objectives<br /> determine how student motivation, attitude, and learning styles influenced achievement in web-based courses. identify the demographic characteristics of the students in relation to learning styles identify differences in student motivation, attitude, and achievement in relation to learning styles relationships among student achievement, motivation, attitude, learning styles, and selected variables in web-based learning.<br />
  10. 10. Instrument<br /> a learning style test, an on-line questionnaire <br />
  11. 11. Result:<br /> Over two-thirds of the students taking the web-based courses were field-independent learners; however, there were no significant differences in achievement between field-dependent and field-independent students. <br />Also, students with different learning styles and backgrounds learned equally well in web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in web-based learning. <br />
  12. 12. Result<br /> two-thirds of the students were field-independent learners. there were no significant differences in achievement between field-dependent and field-independent students. students with different learning styles and backgrounds learned equally well in web-based courses. students enjoyed the convenience and self-controlled learning pace . students were motivated by competition and high expectations in web-based learning.<br />
  13. 13. Disadvantage<br />They used one instrument tool to classify student learning style which is questionnaire. With this tool we cannot have valid information's.<br />
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