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  1. 1. Introduced to: Dr. Alaa Done by: Aaisha Al.Badi(68701/01)
  2. 2. Non-Comparative study Comparative study Comparison Item Post-Secondary Students’ Purposes for Blogging A Comparison of Student Outcomes & Satisfaction Between Traditional & Web Based Course Offerings Study Title Paul Leslie Elizabeth Murphy Julio C. Rivera & Margaret L. Rice Author Non-Comparative Learners’ perception and performance Type
  3. 3. Non-Comparative study Comparative study Comparison Item The purpose of this study is to explore post-secondary students’ purposes for blogging with particular attention to the social and instructional purposes <ul><li>Compare the efficacy of three class formats (Traditional section, web-based section, hybrid section) as well as to learn from the experience </li></ul><ul><li>compared student performance </li></ul><ul><li>student satisfaction </li></ul><ul><li>and instructor experiences </li></ul><ul><li>benefits and limitations of the three delivery alternatives. </li></ul>purpose of evaluation
  4. 4. Non-Comparative study Comparative study Comparison Item <ul><li>9 students of the 2005-2006 group of Foundation year students. </li></ul><ul><li>all of whom created a blog to which they made at least one posting. All students are: </li></ul><ul><li>Emirati citizens </li></ul><ul><li>Females </li></ul><ul><li>and between 17 and 20 years old </li></ul><ul><li>(Note: The sample of blogs came from an all-women’s college in the United Arab Emirates. ) </li></ul><ul><li>The number of students were: </li></ul><ul><li>41 in the traditional course section </li></ul><ul><li>53 in the web based course section </li></ul><ul><li>40 in the hybrid course section </li></ul><ul><li>(Note: all the three sections studied Introduction to Information Systems course) </li></ul>Participant
  5. 5. Non-Comparative study Comparative study Comparison Item <ul><li>Rourke et al. (2001) test to analyze content and assessing social presence. </li></ul><ul><li>Gunawardena et al. (1997) model (“explain the process by which construction of knowledge occurred ) </li></ul><ul><li>interviews .(Look some examples of the interview question) </li></ul><ul><li>multiple-choice exams using questions selected by the instructors from the publisher’s test bank ( to evaluate students performance) </li></ul><ul><li>a researcher-developed questionnaire (To evaluate students satisfaction) </li></ul><ul><li>Chi square test of independence </li></ul>Instruments
  6. 6. Non-Comparative study Comparative study Comparison Item <ul><li>the primary use of blogging was for social purposes. </li></ul><ul><li>Self-disclosure was the most notable purpose for blogging ,in addition to sharing emotional responses to learning. </li></ul><ul><li>The lack of teaching nature may have influenced students’ use of blogging for social rather than instructional purposes. </li></ul><ul><li>Student Performance: </li></ul><ul><li>There was no significant difference in student performance, regardless of the class format </li></ul><ul><li>(look table 1) </li></ul><ul><li>Student Satisfaction: </li></ul><ul><li>students were not completely satisfied with the web based course offering (less technological mastery ,The student instructional experience) </li></ul><ul><li>Table 2: Teaching Evaluations </li></ul><ul><li>Table3: Sign-up for Similar Course in the Future (# Students) </li></ul>Results
  7. 7. Non-Comparative study Comparative study Comparison Item <ul><li>Need more focus and use for the blogs for instructional purposes </li></ul><ul><li>Encourage teachers to use blog in instructional process </li></ul><ul><li>Students should be informed regarding course delivery methodology and the requirements for student participation </li></ul><ul><li>Support for web delivered classes needs to be expanded. Both students and instructors require support. </li></ul>advantages <ul><li>It is unclear how having mixed-gender classes might have affected the social presence and knowledge construction in which students engaged. </li></ul><ul><li>there is no guarantee that a homogenous cross-section enrolled in each course section </li></ul><ul><li>two different instructors taught the three sections. Obviously each instructor would place emphasis on different topics and conduct the class in a slightly different manner </li></ul>limitations
  8. 8. Table 1: Exam Score Average Course Section Exam Score Average Traditional Class 74.85 Hybrid Class 73.35 Web based Class 73.97 Back
  9. 9. Question Traditional Class Hybrid Class Web based Class Method of Presentation Easy to Follow 3.632 3.235 2.419 Improved Understanding of Concepts and Principles 3.421 3.059 2.545 Explained Difficult Material Clearly 3.632 3.059 2.484 Table 2: Student Course Section Selection (# Students) Back
  10. 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. 11. Some of the interview questions : <ul><li>Why did you select the pictures and images or fonts colours? </li></ul><ul><li>What motivated you to post? </li></ul><ul><li>What motivated you to comment on others’ blogs? </li></ul><ul><li>How useful or not useful were others comments to you? </li></ul>Back
  12. 12. References: <ul><li>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) </li></ul><ul><li>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] </li></ul>