Comparative and non comparative evaluation in educational technology
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The document summarizes two studies that evaluated educational technology: The first was a comparative study that examined student learning and perceptions in a horticulture course delivered either via live instruction or web-based instruction. Surveys found that while both groups improved their quiz scores, the increase was greater for students who received live instruction. The second was a non-comparative study that investigated how learning styles, computer skills, and prior online course experience influenced knowledge gain for adults in an online special education course. The study found that identifying individual differences like learning styles and computer abilities can help optimize online course design and address diverse student needs.
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2. A non-comparative study that examined how a computer system called KnowCat helped develop students' metacognitive knowledge. Interviews found that KnowCat improved students' awareness of learning processes and strategies.
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Assignment1
The document discusses two studies related to e-learning and mobile technology.
The first study examined the effects of wireless technology and mobile devices on e-learning, surveying 300 students about their perceptions. It found that demographic factors like age, gender and field of study influenced the effectiveness of e-learning.
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The second study discussed how e-portfolios can empower students by allowing them to maintain an ongoing record of learning, develop ownership over their learning, and reflect on their experience. E-portfolios also enable faculty by providing opportunities for increased feedback and assessment while helping them work more efficiently. E-portfolios enrich the learning experience by aligning instruction to student needs and connecting curricular and extra-curricular learning.
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The purpose of this study is to find out college students perception towards the learning platforms and their priorities with regard to online learning as well as offline learning. Rapid developments in education technology have provided many new options of learning to students and thus made this research important to determine their preferences for the same. Moreover due to covid-19, the students have fresh experience of online learning which would make the comparison more relevant. The study makes comparison of online education and traditional way of education from the point of view of Post - Graduate students from M.COM, MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and preference, online questionnaire was constructed via Google form and data was collected from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the perception. These variables include Convenience, Flexibility, Teacher – student interaction, accessibility in terms of time and cost, Freedom in learning, Doubt clarity, Learning experience, Content analysis, Adaptability and performance evaluation. This preliminary analysis of students' perception will determine whether there are statistically significant differences between online learning and offline learning, and preference for online learning technology between gender groups and between post graduate students from different educational qualifications and family income, along with investigating the reasons for their preference.
Comparative and non-comparative study
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction, perceptions, and learning outcomes between an online course and equivalent face-to-face course. It found that while both formats had positive ratings, face-to-face students had more positive views of interaction and support. Learning outcomes were similar between the two formats. The non-comparative study examined how the amount of on-screen text affected student learning in a multimedia unit. It found no significant differences in learning between short-text and whole-text versions, and that those with lower memory benefited more from the short-text version.
Comparative And Non Comparative Study
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. It used multiple data collection instruments but had a small sample size.
Comparative and non-comparative evaluation in educational technology
This study examined the impact of online instruction versus traditional instruction on K-12 teachers' attitudes toward technology integration and learning performance. Nineteen teachers participated in either an online graduate course or a traditional course. Questionnaires assessed teachers' concerns before and after the courses. While the online course promoted personal growth, there were no other significant differences in concerns between the groups. Both instruction methods were equally effective in improving teachers' attitudes toward technology integration and learning. Student engagement and responses differed between online discussions and face-to-face conversations.
Peas in a pod
This study compared student learning outcomes and perceptions in a face-to-face undergraduate course versus a web-based version of the same course. Students were randomly assigned to the two sections. Results found that test scores were equivalent between the groups, but final grades were lower in the online section due to more incomplete assignments. Classroom interaction analysis revealed significant differences between the two formats. While student perceptions of the course and instructor were above average for both, the face-to-face group rated them statistically higher. The study suggests the in-person experience may motivate students more and provide information about the instructor not available online.
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...
This document summarizes a presentation on assessing the effectiveness of teaching information literacy instruction in distance learning versus face-to-face instruction. It describes a study conducted with two courses, one online and one face-to-face, that took pre- and post-tests on information literacy topics. The results showed some improvement for both but were inconclusive due to small sample sizes and technical issues. It then summarizes nine other studies that have compared online/distance versus face-to-face instruction, finding mixed or equal effectiveness between the two approaches. The conclusion is that online library instruction can be as effective as face-to-face but that comparisons may vary across disciplines.
Comparative & non comparative studies
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared learning outcomes and attitudes of students in traditional and online philosophy courses. It found no significant differences except that traditional students found lectures more interesting and the course more enjoyable. The non-comparative study compared two designs for online discussions - one with more student-student interaction and one with more instructor responses. It found that the design with more student-student interaction led to more forum visits and engagement from students.
Teaching Reading using ICT
1. A study evaluated the effects of a blended learning instructional experience for 6th grade students in an English/language arts course across two blended learning schools compared to a traditional school.
2. The study found no significant differences in reading achievement growth between students in blended learning versus traditional classrooms. Students' reading scores generally declined between pre- and post-tests, possibly due to test fatigue.
3. The study provides valuable information that blended learning did not negatively impact student performance compared to traditional instruction. Students with disabilities progressed similarly to general education peers in blended environments.
Comparative & Non-comparative Studies
This document summarizes two studies: a comparative study and a non-comparative study.
The comparative study compared learning outcomes and attitudes of students in traditional and online philosophy courses. It found no significant differences in performance, expectations, perceived learning, or willingness to take another philosophy course between the two formats. However, traditional students found lectures more interesting and the course more enjoyable overall.
The non-comparative study compared two designs for online discussions - one with little instructor involvement where students responded to each other, and one where students responded directly to the instructor. It found that less instructor involvement led to more forum visits and meaningful student-to-student engagement.
JMG FINAL DEFENSE.pptx
The document discusses a study that aims to analyze the comparison of traditional and online formative assessment in enhancing grade 6 students' academic outcomes in MAPEH (Music, Arts, Physical Education, and Health) subjects. It provides background information on the challenges of distance learning and how formative assessment can improve learning. The conceptual framework outlines how online formative assessment using Kahoot may enhance memory and learning more than traditional paper tests. The study uses a quasi-experimental research design to compare the academic outcomes of an experimental group that uses online formative assessment to a control group that uses traditional assessment. Results showed the experimental group had higher, very satisfactory outcomes across subjects compared to the control group who mostly needed improvement. This implies online assessment may
Reading Achievement and Reading Efficacy-By-Wiwiek Afifah
1. This study evaluated the effects of a blended learning instructional experience for sixth-grade English/language arts students with and without disabilities. It compared reading achievement test scores of students in two schools using blended learning to scores of students in a traditional classroom.
2. The results found some statistically significant differences in reading achievement depending on school, disability status, and gender. However, overall student performance generally declined between pre- and post-tests, suggesting test fatigue or that the achievement test may not have adequately captured student learning in the blended environment.
3. The study provided valuable information for improving blended learning implementation and professional development, and found that reading self-efficacy remained important for student achievement in blended settings. Further
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Comparative and non-comparative evaluation in educational technology
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Comparative and non comparative evaluation in educational technology
- 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.