Comparative and Non-Comparative

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Comparative and Non-Comparative

  1. 2. Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Clement C. Chen Flint Keith T. Jones Comparative study: Study title Author:
  2. 3. Learners’ perception and performance Compare students’ assessments in accounting class of course effectiveness and overall satisfaction with the course. Comparative study: Type of comparative study Purpose of evaluation :
  3. 4. Participants: Master of Business Administration (MBA) students in an accounting class at a university in the Northern United States Comparative study: Participants and evaluation instruments applied:
  4. 5. Instruments: a survey was used to compare students enrolled in a traditional in-class section, and another group in a “blended-learning” section in which the primary course delivery method was online, but in which students met in class on a limited number of occasions. Comparative study: Participants and evaluation instruments applied:
  5. 6. The results suggest that the two delivery methods were similar in terms of final learning outcomes, but that both may be improved by incorporating aspects of the other. Comparative study: Result:
  6. 7. Make meaningful comparisons between two delivery methods. Advantages of the two evaluation strategies Comparative study:
  7. 8. <ul><li>The survey was administrated only on one school and involved one MBA course in accounting. </li></ul><ul><li>Inferences cannot necessarily be made about other courses, institutions and instructors </li></ul>Disadvantages of the two evaluation strategies Comparative study:
  8. 9. Learning strategies and other factors influencing achievement via web course Author: Shin, Ching-Chun, Tom, John Non - comparative study: Study title
  9. 10. Examine how students with different learning styles functioned in World Wide Web-based courses and to determine what factors influenced their learning. Purpose of evaluation : Non - comparative study:
  10. 11. <ul><li>Examine how students with different learning styles function Identify the demographic characteristics of the student by learning style </li></ul><ul><li>Identify how students' learning strategies', patterns of learning, and achievement differed in relation to their learning style </li></ul><ul><li>Identify relationships among student learning style, learning strategies, patterns of learning, achievement and selected variables. ed in World Wide Web-based courses and to determine what factors influenced their learning. </li></ul>Objective of the study Non - comparative study:
  11. 12. <ul><li>What do we know about the way students learn through the www? </li></ul><ul><li>What are the important learning factors in web based courses? </li></ul><ul><li>Do student learning style, learning strategies and patterns of learning influence learning achievement? </li></ul>Question : Non - comparative study:
  12. 13. Participants: 99 students at Iowa State University taking two non-major introductory courses Participants and evaluation instruments applied: Non - comparative study:
  13. 14. Instruments: An online questionnaire that included a learning strategies scale, a patterns of learning scale, and demographic questions was designed and posted on the Web. A total of 78 students also took the Group Embedded Figures Test (GEFT), a learning styles test. Participants and evaluation instruments applied: Non - comparative study:
  14. 15. Results indicated that learning styles, patterns of learning toward Web-based instruction, and student characteristics did not have an effect on Web-based learning achievement. Result: Non - comparative study:
  15. 16. They use two evaluation instruments disadvantages: Not all students respond to the instruments used. advantages: Non - comparative study:

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