The document compares two studies, one that evaluated student performance and satisfaction between traditional, hybrid, and online course formats, finding no significant differences in performance but less satisfaction with online. The other study explored the social rather than instructional purposes that post-secondary students used blogging for. The document outlines the methods, participants, results, advantages, and limitations of each study.

1. Introduced to: Dr. Alaa
Done by: Haitham ALSheyadi 85753
Yousuf ALKaabi 86471

2. Comparison Comparative study Non-Comparative
Item study
Study Title A Comparison of Student
Outcomes & Satisfaction Between Post-Secondary
Traditional & Web Based Course Students’ Purposes for
Offerings Blogging
Author Julio C. Rivera & Paul Leslie
Margaret L. Rice Elizabeth Murphy
Type Learners’ perception and Non-Comparative
performance

3. Comparison Comparative study Non-Comparative
Item study
purpose of 1)Compare the efficacy of three The purpose of this
evaluation class formats (Traditional section, study is to explore post-
web-based section, hybrid secondary students’
section) as well as to learn from purposes for blogging
the experience with particular attention
compared student performance to the social and
 student satisfaction instructional purposes
and instructor experiences
5.benefits and limitations of the
three delivery alternatives.

4. Comparison Comparative study Non-Comparative
Item study
Participant The number of students were: •9 students of the
 41 in the traditional course 2005-2006 group of
section Foundation year
53 in the web based course students.
section •all of whom created a
 40 in the hybrid course section blog to which they made
(Note: all the three sections at least one posting. All
studied Introduction to students are:
Information Systems course)  Emirati citizens
Females
and between 17 and 20
years old
(Note: The sample of
blogs came from an all-
women’s college in the
United Arab Emirates. )

5. Comparison Comparative study Non-Comparative study
Item
Instruments multiple-choice  Rourke et al. (2001) test to
exams using questions analyze content and assessing
selected by the social presence.
instructors from the  Gunawardena et al. (1997)
publisher’s test bank model (“explain the process by
( to evaluate students which construction of
performance) knowledge occurred )
a researcher-  interviews
developed .(Look some examples of the interview
questionnaire (To
evaluate students
satisfaction)
Chi square test of
independence

6. Comparison Comparative study Non-Comparative
Item study
Results the primary use of
tudent Performance: blogging was for social
purposes.
here was no significant difference Self-disclosure was the
in student performance, regardless most notable purpose for
of the class format blogging ,in addition to
sharing emotional
responses to learning.
tudent Satisfaction: The lack of teaching
nature may have
tudents were not completely influenced students’ use
satisfied with the web based of blogging for social
course offering (less technological rather than instructional
mastery ,The student instructional purposes.
experience)

7. Comparison Item Comparative study Non-Comparative study
advantages •Need more focus and use for the
tudents should be informed blogs for instructional purposes
regarding course delivery •Encourage teachers to use blog
methodology and the requirements in instructional process
for student participation
upport for web delivered classes
needs to be expanded. Both
students and instructors require
support.
limitations •It is unclear how having
here is no guarantee that a mixed-gender classes might
have affected the social
homogenous cross-section enrolled
presence and knowledge
in each course section construction in which
students engaged.
wo different instructors taught the
three sections. Obviously each
instructor would place emphasis on
different topics and conduct the
class in a slightly different manner

8. Course Section Exam Score Average
Traditional Class 74.85
Hybrid Class 73.35
Web based Class 73.97
Table 1: Exam Score Average
Back

9. Question Traditiona Hybrid Web based
l Class Class Class
Method of Presentation 3.632 3.235 2.419
Easy to Follow
Improved Understanding 3.421 3.059 2.545
of Concepts and
Principles
Explained Difficult 3.632 3.059 2.484
Material Clearly
(Table 2: Student Course Section Selection (# Students
Back

10. Section Yes No
Traditional Class 35 3
Hybrid Class 30 4
Web based Class 33 17
Table 3: Student Satisfaction by Class )#
)Students
Back

11. Why did you select the pictures and images or
fonts colours?
What motivated you to post?
 What motivated you to comment on others’ blogs?
How useful or not useful were others comments to
you?
Some of the interview questions:
Back

12.  C. , Julio & L. Margaret, “A Comparison of Student Outcomes &
Satisfaction Between Traditional & Web Based Course Offerings”, Fall
2002 [Online] Journal of Distance Learning Administration,
http://www.westga.edu/~distance/ojdla/fall53/rivera53.html (Accessed:
April 30/2008)
 Leslie, Paul; Murphy, Elizabeth, “Post-Secondary Students’ Purposes for
Blogging”, October 2008. [online] Journal of Distance Learning
Administration. Available:
http://www.irrodl.org/index.php/irrodl/article/view/560/1099 [Accessed:
April 30/2008]
References: