A COMPARATIVE STUDYAND NON- COMPARATIVE

Done by : Zahra Al-hoqani Asma Al-Amri

Non-Comparative Study Perceptions of Online Learning Quality given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, & Online Learning Experience

A Comparative StudyStudents’ Perceptions of Online

Learning

The type of comparative study.

The “Students’ Perceptions of Online Learning” is Learners’ perception and performance comparative study

Define the problem, question and purpose of evaluation.

The comparative study examines students’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion.

The non-comparative examines audience comfort with technology, satisfaction with those experiences, and perceived quality, given their experience with online or hybrid courses.

Define participants and evaluation instruments

applied. Comp: Survey was administered to

students anonymously during the first class meeting and after class discussion of the online learning units.

Comp : Thirty six (of 40 enrolled) in the required course and eighteen (of 26 enrolled) in the elective course completed the survey.

Define participants and evaluation instruments

applied.

Non-comp : Survey was as an instrument; it was developed and reviewed by instructional technology experts and researchers.

Non-comp: It was conducted to approximately 700 professional and graduate education students.

Describe advantages or disadvantages of the two

evaluation strategies.

Advantage:

Comp: The research was not about assessing the difference between online vs. face-to-face instruction; rather, this research is more about how we can use technology effectively in the classroom and how students react to it.

Describe advantages or disadvantages of the two

evaluation strategies.Disadvantage: It was done without taking in the

consideration of the factors that can affect the results like: learner characteristics, course content, and the learning context.

The largest dissatisfaction factor reported among the participants was the time required to complete the online modules.

Report the results

Comp: The findings of the observation of the comparative one showed that most evaluation measures focus on subjects’ perceptions of the online units.

Report the results

Non-comp :The findings of the survey showed that for students with Online course experience, comfort with technology was related to satisfaction with online course experience which was related to perceived quality; motivation to learn more about technology was also related to satisfaction of online learning experience.

Report the results

For students with hybrid online course experience (WebCT), comfort was related to satisfaction and motivation; motivation was also related to satisfaction; and satisfaction was ultimately related to perceived quality. In this group (WebCT), comfort was also directly related to perceived quality.

Finally, among students with no online course-related experiences, comfort was related to motivation to learn about technology, but neither of these

References:

•Perceptions of Online Learning Quality given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, & Online Learning Experience

•Students’ Perceptions of Online Learning

Resources

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED491688&ERICExtSearch_SearchType_0=no&accno=ED491688

http://jite.org/documents/Vol5/v5p201-219Smart54.pdf

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