comparative and non-comparative

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Page 1: Comparative and Non-Comparative
Page 2: Comparative and Non-Comparative

Comparative

Non - comparative

Comparative study:

Blended Learning vs. Traditional Classroom Settings: Assessing

Effectiveness and Student Perceptions in an MBA Accounting Course

Study title

Author :Clement C. Chen

Flint Keith T. Jones

Page 3: Comparative and Non-Comparative

Comparative

Non - comparative

Comparative study:

Learners’ perception and performance

Type of comparative study

Purpose of evaluation:

Compare students’ assessments in accounting class of course effectiveness and overall satisfaction with the course.

Page 4: Comparative and Non-Comparative

Comparative

Non - comparative

Comparative study:

Participants and evaluation instruments applied:

Participants: Master of Business Administration (MBA) students in an accounting class at a university in the Northern United States

Page 5: Comparative and Non-Comparative

Comparative

Non - comparative

Comparative study:

Participants and evaluation instruments applied:

Instruments: a survey was used to compare students enrolled in a traditional in-class section, and another group in a “blended-learning” section in which the primary course delivery method was online, but in which students met in class on a limited number of occasions.

Page 6: Comparative and Non-Comparative

Comparative

Non - comparative

Comparative study:

The results suggest that the two delivery methods were similar in terms of final learning outcomes, but that both may be improved by incorporating aspects of the other.

Result:

Page 7: Comparative and Non-Comparative

Comparative

Non - comparative

Make meaningful comparisons between two delivery methods.

Advantages of the two evaluation strategies

Comparative study:

Page 8: Comparative and Non-Comparative

Comparative

Non - comparative

1. The survey was administrated only on one school and involved one MBA course in accounting.

2. Inferences cannot necessarily be made about other courses, institutions and instructors

Disadvantages of the two evaluation strategies

Comparative study:

Page 9: Comparative and Non-Comparative

Comparative

Non - comparative

Non - comparative study:

Learning strategies and other factors influencing achievement via web course

Author:

Shin, Ching-Chun, Tom, John

Study title

Page 10: Comparative and Non-Comparative

Comparative

Non - comparative

Purpose of evaluation:

Examine how students with different learning styles functioned in World Wide Web-based courses and to determine what factors influenced their learning.

Non - comparative study:

Page 11: Comparative and Non-Comparative

Comparative

Non - comparative

Objective of the study

1. Examine how students with different learning styles function Identify the demographic characteristics of the student by learning style

2. Identify how students' learning strategies', patterns of learning, and achievement differed in relation to their learning style

3. Identify relationships among student learning style, learning strategies, patterns of learning, achievement and selected variables. ed in World Wide Web-based courses and to determine what factors influenced their learning.

Non - comparative study:

Page 12: Comparative and Non-Comparative

Comparative

Non - comparative

Question:

1. What do we know about the way students learn through the www?

2. What are the important learning factors in web based courses?

3. Do student learning style, learning strategies and patterns of learning influence learning achievement?

Non - comparative study:

Page 13: Comparative and Non-Comparative

Comparative

Non - comparative

Participants and evaluation instruments applied:

Participants: 99 students at Iowa State University taking two non-major introductory courses

Non - comparative study:

Page 14: Comparative and Non-Comparative

Comparative

Non - comparative

Participants and evaluation instruments applied:

Instruments: An online questionnaire that included a learning strategies scale, a patterns of learning scale, and demographic questions was designed and posted on the Web. A total of 78 students also took the Group Embedded Figures Test (GEFT), a learning styles test.

Non - comparative study:

Page 15: Comparative and Non-Comparative

Comparative

Non - comparative

Results indicated that learning styles, patterns of learning toward Web-based instruction, and student characteristics did not have an effect on Web-based learning achievement.

Result:

Non - comparative study:

Page 16: Comparative and Non-Comparative

Comparative

Non - comparative

They use two evaluation instruments

advantages:

Non - comparative study:

disadvantages:

Not all students respond to the instruments used.