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effectiveness of DE programs


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effectiveness of DE programs

  2. 2. STUDY ONE <ul><li>Online versus face-to-face learning: looking at modes of instruction in Master's level courses by: Janet Ferguson a; Anne Marie Tryjankowski,a Canisius College, Buffalo, United States </li></ul><ul><li>Significant differences. </li></ul><ul><li>Study purpose: </li></ul><ul><li>The purpose of this research project was to investigate whether online instruction of graduate students is as effective as face-to-face course instruction, in terms of student learning. </li></ul>
  3. 3. CONT… <ul><li>Participants: Graduate education students, working toward their Master of Science in Education, </li></ul><ul><li>Methodology: </li></ul><ul><ul><li>Students are required to take a course called Cognition, Learning and Assessment in two ways online and face to face. </li></ul></ul><ul><ul><li>Students registered for their preferred format of delivery. </li></ul></ul><ul><ul><li>The professor who designed and taught the online course had also taught the face-to-face form of the course for the past ten years. </li></ul></ul>
  4. 4. CONT… <ul><li>Both online and face-to-face students used the same textbook and had the same required readings; however, the online students had an additional resource of external links to subject-related websites. </li></ul><ul><li>end-of-semester course evaluations were used to measure student perception of course satisfaction. The instrument used to assess student perceptions of the online course included items that measured satisfaction with the following aspects of the course: External Links, Download Time, Course Format, Online Interaction with the Instructor, Online Interaction with Students, Instructor’s Accessibility to Students, Assignments and Tests, Perceived Learning and Overall Satisfaction. </li></ul>
  5. 5. CONT… <ul><li>Result: </li></ul><ul><li>The study showed a significant difference between final exam score means of online and face-to-face students, with the face-to-face students. Correlation between final exam scores and GRE scores scoring significantly higher than the online students. </li></ul>
  6. 6. STUDY TWO <ul><li>Virtual Teaching in Higher Education: </li></ul><ul><li>By: Jerald G. Schutte, California State University, Northridge </li></ul><ul><li>Significant Differences….. </li></ul><ul><li>Study purpose: </li></ul><ul><li>This experiment was intended to assess the merits of a traditional, versus virtual, classroom environment on student test performance and student affect toward the experience. </li></ul>
  7. 7. CONT… <ul><li>Participants: </li></ul><ul><li>33 students in a Social Statistics course at California State University, Northridge </li></ul><ul><li>Methodology: </li></ul><ul><li>Students were randomly divided into two groups, one taught in a traditional classroom and the other taught virtually on the World Wide Web. Text, lectures and exams were standardized between the conditions </li></ul>
  8. 8. CONT… <ul><li>Instrument: </li></ul><ul><li>Subject variation by condition was assessed through the use of a pre-test questionnaire asking, among other things, student demographics and experience with computers, math and statistics. Post-test assessment consisted of student scores on the midterm and final as well as information culled from the post-test questionnaire. </li></ul>
  9. 9. CONT… <ul><li>Procedure: </li></ul><ul><li>The first day of class students were asked to fill out the pre-test questionnaire prior to assignment to conditions. Students were then given a pre-assigned number indicating which room they were to adjourn to. Traditional students were sent to a regular classroom while the virtual students stayed in the lab. Each section was given identical instructions by the instructor as to the scope, content and expectations for their performance in the class. </li></ul>
  10. 10. CONT… <ul><li>Technology: </li></ul>Hypernews mIRC World Wide Web. e-mail
  11. 11. CONT… <ul><li>1) students generate weekly statistical reports and sent them to the instructor using e-mail; </li></ul><ul><li>2) hypernews discussion in which a weekly discussion topic was responded to twice a week by each student; </li></ul><ul><li>3) forms input via the WWW which allowed for student submission of the same homework problems being solved by the traditional class; and </li></ul><ul><li>4) a weekly moderated Internet relay chat (mIRC) in which student discussion and dialogue were carried out in real time in the virtual presence of the professor. </li></ul>
  12. 12. CONT… <ul><li>Result : </li></ul><ul><li>Quantitative results demonstrated the virtual class scored an average of 20% higher than the traditional class on both examinations. Further, post-test results indicate the virtual class had significantly higher perceived peer contact, and time spent on class work, but a perception of more flexibility, understanding of the material and greater affect toward math, at semester end, than did the traditional class. </li></ul>