comparartive and non-comparative study
DESCRIPTION
This presentation summarize tow studies which represent tow types of studies : comparative and non-comparartive studiesTRANSCRIPT
Khadeeja Al-Shidhani 61344
Amal Al-Balushi 66755
COMPARATIVE AND NON-COMPARATIVE STUDY
OutlineComparative Study
Research TitleResearch PurposeResearch QuestionsParticipantsEvaluation
InstrumentsAdvantages &
DisadvantagesResearch results
Non-comparative StudyStudy titleThe Aim of The
StudyResearch
MethodologyDisadvantagesStudy results
COMPARATIVE STUDYPerception and performance study
Research Title
“Comparative Analysis of Learner
Satisfaction and Learning Outcomes in
Online and Face-to-Face Learning
Environments”
Scottd. Johnson, Steven R. Aragon, Najmuddin
Shaik, & Nilda Palma-Rivas
University of Illinois at Urbana-Champaign
Research Purpose
Comparing an online course with an equivalent
course taught in a traditional face-to-face
format. Comparisons included student ratings of
instructor and course quality; assessment of
course interaction, structure, and support; and
learning outcomes such as course projects,
grades, and student self-assessment of their
ability to perform various ISD tasks.
Research Questions
What differences exist in satisfaction with the learning
experience of students enrolled in online versus face-to-face
learning environments?
What differences exist in student perceptions of
student/instructor interaction, course structure, and course
support between students enrolled in online versus face-to-face
learning environments?
What differences exist in the learning outcomes (i.e., perceived
content knowledge, quality of course projects, and final course
grades) of students enrolled in online versus face-to-face
learning environments?
Participants
The subject of this study includes 38 students
enrolled in an instructional design course. 19
students were taught face-to-face while the other
19 students were taught online.
Evaluation Instruments
The university’s Instructor and Course Evaluation
System (ICES) was used to obtain general student
perceptions of the quality of their learning experience.
The Course Interaction, Structure, and Support (CISS)
instrument which is a hybrid instrument of: The Distance and Open Learning Scale (DOLES) instrument
was used to assess student perceptions of their learning
experience.
The Dimensions of Distance Education (DDE) instrument which
provides a further assessment of the learning environment.
Advantages & Disadvantages
Advantages:
More than one instrument was used to collect
data.
Disadvantages:
Only tools for quantitative analysis were used
without using of any type of qualitative analysis
tools.
Research Results
Student Satisfaction: On the student satisfaction
indicators, instructor quality and course quality, both
groups provided positive ratings, although the face-to-
face group displayed more positive views than the online
group.
Perceptions of course interaction, structure & support:
Overall, both groups of students had positive perceptions,
with the face-to-face students having significantly more
positive views for interaction and support.
Research Results (Cont’d)
Learning Outcomes (Course Grades):
Course
Formatn
Course Grade
A%B%C%I%
Face-to-Face191368%211%211%211%
Online191368%16%211%316%
Total382668%38%411%513%
NON-COMPARATIVE STUDY
Study Title
“Evaluation of the development of
metacognitive knowledge supported by
the knowcat system”
Researchers: Manoli Pifarre´ . Ruth Cobos
Association for Educational Communications and
Technology 2009
The Aim of The Study
To examine the development of the
metacognitive knowledge of a group of higher
education students who participated actively in
an experiment based on a Computer Supported
Collaborative Learning environment called
KnowCat.
Research Methodology
Participants:
Eighteen university students participated in the research.
Instruments:
The interviewer asked students to describe their learning
processes and contextual interpretations of their
interactions to the content of the two main KnowCat
knowledge elements:
Interactions with the documents (access to others’ documents
and document versions)
Interactions with the notes (sent and received notes).
Disadvantages
The researchers have used interviews as the
only tool for qualitative evaluation, without any
quantitative evaluation tool.
Research Results
Interactions of students with their classmates’
documents encourage them to compare their own
cognitive strategies to solve the task with the
others’.
Students are aware of how the characteristics of
the KnowCat educational process had a strong
incidence in their cognition-metacognitive
knowledge of task and context category.
Research Results cont..
Results revealed a high level of awareness that
students received through note contribution as it
proved to be a unique opportunity to monitor and
regulate their cognitive strategies to solve the task.
These results show evidence that the KnowCat note
knowledge element was helpful in assisting students
develop constituent components of metacognition i.e.,
planning, monitoring, evaluating and revising their
learning activities to solve the tasks efficiently.
Referenceshttp://www.editlib.org/index.cfm?fuseactio
n=Reader.ViewFullText&paper_id=8371
http://www.springerlink.com/content/87v06t9523380k72/