This study compared student performance and attitudes in traditional face-to-face and online distance learning courses. Data was collected from six sections of a Master's level cognition course over two years. Students in the face-to-face classes scored significantly higher on two of three performance measures. However, a meta-analysis of over 80 studies found that students in distance education outperformed those in traditional courses in two-thirds of cases, with an overall effect size of 0.37 standard deviations. A separate study found no significant differences in performance, learning expectations, perceived learning, or satisfaction between traditional and distance students in a philosophy course.

2. For distance

3. No significantMalik Alnou’mani (68718)

4. For Face to Face Overview of the study: “Online versus face-to-face learning: looking at modes of instruction in Master’s-level courses” This study examined performance of Master’s-level students in an online course in Cognition, Learning and Assessment and compared it with the performance of students in a face-to-face classroom setting of the same course.

5. For Face to Face Study case: Data were collected from six sections of the course over a two-year period. The same professor taught all sections. Identical final exams plus two common assignments were used to determine whether there were differences in performance. An analysis of covariance, with graduate record exam scores as the covariate, was applied using each of the dependent variables.

6. For Face to Face Study result: Students in the face-to-face class scored significantly higher on two out of the three measures. My point of view: In my opinion I think that this result expected and logical because usually face to face education is better than online or distance education.

7. For Face to Face Resource: Journal of Further and Higher Education Vol. 33, No. 3, August 2009, 219–228 ISSN 0309-877X print/ISSN 1469-9486 online© 2009 UCU DOI: 10.1080/03098770903026149 http://www.informaworld.com Online versus face-to-face learning: looking at modes of instruction in Master’s-level courses Janet Ferguson and Anne Marie Tryjankowski* Canisius College, 2001 Main Street, Buffalo 14224, United Statesa

8. For Distance Overview of the study: “Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach” This meta-analysis research estimated and compared the differences between the academic performance of students enrolled in distance education courses relative to those enrolled in traditional settings, as demonstrated by their final course grades/ scores within the 1990-2002 period.

9. For Distance Study case: Eighty-six experimental and quasi-experimental studies met the established inclusion criteria for the meta-analysis (including data from over 15,000 participating students), and provided effect sizes, clearly demonstrating that: 1) in two thirds of the cases, students taking courses by distance education outperformed their student counterparts enrolled in traditionally instructed courses; 2).

10. For Distance Study result: the overall effect size d+ was calculated as 0.37 standard deviation units (0.33 < 95% confidence interval < 0.40); and (3) this effect size of 0.37 indicates the mean percentile standing of the DE group is at the 65th percentile of the traditional group (mean defined as the 50th percentile). My point of view: In my opinion I see that finding distance education is better than face to face education is a very rare phenomenon. And it will be a nice dream to have such effective educational system to recover or replace traditional education.

11. For Distance Resource: International Review of Research in Open and Distance Learning Volume 4, Number 2. ISSN: 1492-3831 October – 2003 Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach. Mickey Shachar and Yoram Neumann Touro University International USA

12. No Significant Differences Overview of the study in general: “Comparing Student Learning and Attitudes” This study compared students in traditional and distance sections of PHIL 101:Introduction to Philosophy in terms of both objective learning outcomes and student attitudes in the form of students' anticipated and perceived learning and course satisfaction.

13. No Significant Differences Study case: It was hypothesized that while students in the two types of classes would not differ in their academic performance or in their anticipated learning and course satisfaction, students in the traditional classes would perceive that they had learned more and report being more satisfied with their learning experience than students in the distance classes.

14. No Significant Differences Study result: 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. Distance students anticipated enjoying specific course activities more than traditional students, but at the end of the semester, reported enjoyment of these activities did not differ. Students in the traditional classes, however, rated the lectures as more interesting and rated the course, overall, as more enjoyable than students in the distance classes. The implications of these findings for philosophy instructors considering the use of the distance format are discussed.

15. No Significant Differences My point of view: In my opinion I think that there is no significant differences between distance education and traditional education. If we take in consideration all the factors which could affect on both educational systems with the same level of interest.

16. No Significant Differences Comparing Student Learning and Attitudes Author: Renee Smith and Linda Palm URL: http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/5 ISSN: 2040-3674 ISSN-L: 1741-4164 Volume: 6 Number: 2 Start page: 205 End page: 225