This document summarizes two studies in educational technology: the first examines the impact of video conferencing on distance education at the University of Namibia, focusing on student performance through qualitative interviews. The second study evaluates the usability of web-based learning tools, highlighting features like navigation and communication, and explores student perceptions on how these tools affect their learning without directly measuring their impact. Both studies aim to improve educational practices through technology.

1. Summary of two evaluating
studies in Educational
Technology
Names:
Ateka Al Saqri (86205)
Sara Al Hattali (87628)

2. Study 1:
• Title:
The impact of Video Conferencing on Distance
Education: A University of Namibia Case Study
• Author:
Trudie Frindt, Continuing Education

3. • Purpose of the study:
This case study describes the effectiveness and
impact of video conferencing and other interactive
technologies on the performances of 38 distance
education students who enrolled for the Bachelor of
Education Degree
• The instrument:
The study was done by means of personal interviews
with the student support staff at UNAM, as well as
interviews and various discussions with the lecturer
who was responsible for the video conferencing.
http://pcf4.dec.uwi.edu/viewpaper.php?id=170&print=1

4. Study 2:
• Title:
Evaluating the Usability of Web-based Learning Tools
• Author:
M.-A. Storey, B. Phillips, M. Maczewski, M. Wang
Departments of Computer Science and Psychology
University of Victoria, British Columbia, Canada

5. • The study evaluate the features of using Web-based
Learning Tools:
Navigation
Online Quiz
Assignment Submission
Communication Tools
Content Creation
Customization
Student Management

6. • Results:
We did not directly measure whether the tools had a negative
or positive impact on students’ learning. Indeed, we
strove throughout the study to ensure that students could
always access the materials and had alternative means to
submit assignments, write quizzes and so on. We only
intervened occasionally, but felt we had an ethical obligation
to ensure that the students’ learning and grades were not
negatively affected.
We did, however, solicit feedback on their perception of how
these tools affected their learning. Many of the
students’ did feel that having access to web-based materials
could be positive.
http://web.mit.edu/16.459/www/Weblearn1.pdf

7. The End