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The document summarizes two studies on student learning. The first study found no significant differences in performance, expectations, perceptions of learning, or willingness to take another course between traditional and distance students. The second study found that mentor presence in online collaborative learning environments was related to increased interaction and cognitive engagement among participants, and that mentoring could take the form of communities rather than just dyads.
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Assignment 1
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Assignment 1
Distance education is defined as a complex communication process that occurs between students, instructors, course content, and technology. It aims to make learning available to anyone, anywhere, without obstacles. Distance education involves administration, staff support, technical support, and design/evaluation experts. It differs from distance learning in being a more organized process. The history of distance education shows its evolution from correspondence courses to today's internet/web-based learning, facilitated by advances in technology like videoconferencing and mobile devices. Key features of distance education include the separation of teacher and learner, separation among learners, use of a single medium for instruction delivery, and a communication channel to support interaction.
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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.
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College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
AERA paperfinal
This document summarizes a study on a collaborative action research project using networked technologies to support online professional development for educators. The study involved researchers and practitioners from schools in several countries. It found that the professional development programs deepened teachers' understanding and engagement, and enhanced collaboration. Leaders reported being able to articulate their vision and take strategic action. Students reported greater engagement and understanding. While impacts on systems were gradual, several schools reorganized structures and modified tools and standards to reflect the frameworks. The study demonstrates how online professional learning communities can sustain efforts to improve instruction and student achievement through collaborative action research.
Do Doctoral Students Use an Online Network for Mentoring?
This is the first 6 months findings from a professor trying to implement an online social network for doctoral students that she mentors in education and business.
6610collins3a
This meta-analysis examined 15 studies on collaborative online learning. The studies were selected based on their relevance to the theme and analyzed to synthesize their findings. The analysis found that collaborative online learning is most effective when students establish relationships, receive timely feedback, and have responsibility in their learning. For collaborative learning to succeed, participants must support each other and there needs to be structure, accountability, and continued research in the field.
Exploring Collaborative Online
This document summarizes a study that explored collaborative online learning among students. The study investigated the extent to which behaviors associated with collaborative learning could be identified in students' online interactions. 24 graduate students enrolled in an online education course were divided into small groups to complete collaborative assignments. The interactions among students in these groups were analyzed to determine if they exhibited behaviors typical of collaborative learning such as sharing information, providing feedback, and jointly problem-solving. While evidence of collaboration was found, the researchers noted differences between online and face-to-face collaboration due to limitations of the online environment such as a lack of non-verbal cues and asynchronous communication. The study aimed to better understand how the online medium can both support and inhibit collaborative learning behaviors among
The Possibilities of Transforming Learning
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Learnıng analytıcs ın educatıon
This study analyzed social network data from students in a master's program over 10 years to investigate the relationship between social ties and academic performance. Descriptive statistics showed no missing data from the institutional records. Regression analysis found that higher closeness and eccentricity centrality were positively associated with GPA, supporting the hypothesis that greater social capital is linked to better performance. Further, students in the top two quartiles for social capital had significantly higher GPAs than those in the bottom two quartiles, indicating cross-class social ties benefit academic achievement.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Compare
There were two viewpoints presented in the document. The first viewpoint found no significant difference in student performance between using online modules or a textbook to teach a course. The second viewpoint found significantly better student performance on exams when using educational technology compared to traditional methods. The author's view is that while the medium and strategies may differ, distance education and traditional education can be equally effective if the best environment and instruction are provided in both.
Diffrences between face to face and distance education
The document discusses three studies that compare face-to-face and distance education. The first study found that students in face-to-face classes scored higher on exams than online students. The second study found that distance students generally outperformed face-to-face students. The third study found no significant differences in learning outcomes or student satisfaction between distance and traditional courses.
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...
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.
Comparartive and non-Comparative study
This presentation summarize tow studies which represent tow types of studies : comparative and non-comparartive studies
Exploring academics’ learning spaces
The document outlines the rationale, phases, methodology, and key findings of a PhD study investigating how academics learn through their personal and professional networks. The study used mixed methods including interviews and social network analysis surveys. Key findings include that academics' networks are mainly local and discipline-specific, focused on exchanging ideas and advice about teaching. Networks provided benefits like guidance, feedback, and emotional support. The majority of networks were interest-driven and task-specific. Learning connections tended to be proximate and characterized by multiple relationships. The study developed a framework for understanding academic learning through personal and professional networks.
Dissertation Presentation literature review.pptx
The document summarizes research on the use of peer assessment in education. It discusses five peer-reviewed articles on topics related to peer assessment, such as comparing authentic vs traditional assessment, using peer learning and tutoring to teach sustainability, investigating relationships between peer ratings and academic performance, developing models for online self-and-peer assessment, and exploring the benefits of peer-peer learning activities. For each article, it provides the author(s), title, intent, process, outcome, research gaps, and inferences. The summaries concisely highlight the key points and findings discussed in each research paper.
Similar to Differences (20)
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docx
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docx
Do Doctoral Students Use an Online Network for Mentoring?
Do Doctoral Students Use an Online Network for Mentoring?
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...
Diffrences between face to face and distance education
Diffrences between face to face and distance education
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...
Differences
- 1. Done by: Khalfan Al Shuaili & Ayoob Al Shukaili ID: 89193 & 90376
- 2. Study title: Comparing Student Learning and Attitudes Author: Renee Smith and Linda Palm November 21st 2007 Study findings: The results of the study indicated that the traditional and distance students did not differ significantly in their in performance on graded assignments, their expectations for learning at the start of the course, their perception of what they had learned at the end of the course, and their willingness to take another philosophy course. Study URL: http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/5
- 3. Study title: Effects of Online Mentoring in Computer-Supported Collaborative Learning Environments: Mentor Presence and Cognitive Engagement Publisher: Central European University 22 Aug 2012 Study findings: The researchers detected relations between mentor approach and network interaction structures and also between mentor presence and participants' cognitive engagement. Mentoring in collaborative in-service teacher communities was found to be an alternative to the more traditional mentoring dyads. Study URL: http://tinyurl.com/9jqfzzc