1. Comparative and non-comparative evaluation in educational technology
Comparative study:
Title: A COMPARISON OF THE PERFORMANCE AND PERCEPTIONS
OF STUDENTS RECEIVING LIVE VERSUS WEB-BASED
HORTICULTURAL INSTRUCTION
Author: IGINO TEOLIS, B.Sc.(Agr.), M.Sc.
Purpose of the study: examine whether the level of student learning in
horticulture was equivalent in both web-based and traditional live instruction
and to compare perceptions of students towards different modes of
instruction.
Instrument:surveys, A pre-course survey was distributed within the first
week of the course.All students were asked to complete a similar survey
(post-course survey) during the last class of the semester or after completing
the final exam.
Evidence:Both web-based and traditional course students had greater
percentages of correct quiz answers in the post-course survey than in the
pre-course survey. The increase in quiz score was greater for the traditional
course students than for the web-based students.
Non-Comparative study:
Title:IMPACTS OF LEARNING STYLES AND COMPUTER SKILLS
ON ADULT STUDENTS’ LEARNING ONLINE
Author: Salih RAKAP
Purpose of the study:investigated the influences of learning
styles/preferences, prior computer skills and experience withonline courses
on adult learners’ knowledge acquisition in a web-based special education
course.

2. Instrument:The VARK learning preference questionnaire was selected to
evaluate learning
preference of adult students because it is very easy and quick to complete
and available online.
Evidence:The findings of current research further support the
necessity of identifying individual differences (e.g., learning styles and
computer skills) of online course
participants in order to optimize instructional design and strategies,
maximize learning opportunities for students
enrolling in online programs and courses, and address their diverse needs for
learning.