Summary Of An Evaluation Study Of Educational Technology Study 1: Evaluation methodology usedDone by: Dalal Al-Dhafari83486 TECH 4102
Study Title: "A Study of Individual Learning Styles And Educational Multimedia Preferences" Researcher: Denice Byrne, School of Computer Applications, Dublin City University, Ireland, June 2002 This study investigates into relationships between Individual Learning Styles and Online Multimedia learning resources, used in online environment (WebCT). The study tested in a small group, with 31 male students "Apprentice Electricians".
Study Purpose: This research project is aimed to testing the following: First,the research aimed to determine if there are a relationship between individuals learning style and their preferential use of online multimedia learning resources. The second, the research examined the self- directed use of the multimedia WebCT course by students to understand the abstract concepts to find out if the difference in performance scores decreased.
Study Instrument: This research used online and paper questionnaires like a VARK questionnaire and an Index of Learning Styles (ILS) questionnaire. VARK questionnaire (VARK- Visual, Aural, Read/Write and Kinesthetic, this model facilitate Multimodal-learning styles for those learners with more than one preference.) An Index of Learning Styles (ILS) questionnaire (formulate learning style model with dimensions that should be particularly relevant to science education).
Reference: Denice Byrne. (2002) A Study of Individual Learning Styles And Educational Multimedia Preferences. Dublin City University, Ireland.http://www.compapp.dcu.ie/~mfarren/denice.PDF
Summary Of An Evaluation Study Of Educational Technology Study 2: Evaluation of technology featuresDone by: Dalal Al-Dhafari83486 TECH 4102
Study Title: A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING Done by: John W. Thomas, Ph. D This review examines research related to a teaching and learning model popularly referred to as "Project-Based Learning" (PBL).
Study Purpose: Research can be undertaken in order to make judgments about the effectiveness of PBL (summative evaluation), assess or describe the degree of success associated with implementation or enactment of Project-Based Learning (formative evaluation), assess the role of student characteristic factors in PBL effectiveness or appropriateness (aptitude-treatment interactions), or test some proposed feature or modification of Project- Based Learning (intervention research).
Technology Features: PBL help students learn how to learn. PBL are enhanced professionalism and collaboration on the part of teachers and increased attendance, self-reliance, and improved attitudes towards learning on the part of students. PBL seems to be equivalent or slightly better than other models of instruction for producing gains in general academic achievement and for developing lower-level cognitive skills in traditional subject matter areas.
Technology Features: PBL has value for enhancing the quality of students learning in subject matter areas, leading to the tentative claim that learning higher-level cognitive skills via PBL is associated with increased capability on the part of students for applying those learnings in novel, problem-solving contexts. PBL is an effective method for teaching students complex processes and procedures such as planning, communicating, problem solving, and decision making.
Reference: John W. Thomas. (2000) A review of research on project based learning. Bob Pearlman Home: San Rafael, California.http://www.bobpearlman.org/BestPractices/PBL_Research.pdf