Académique Documents
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College of Education
ILT Department
Done by:
Khadeeja Al-Shidhani 61344
Amal Al-Balushi 66755
Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online
and Face-to-Face Learning Environments
Research Type:
Perception and performance study.
Research Purpose:
The purpose of this study was to compare 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:
1. What differences exist in satisfaction with the learning experience of
students enrolled in online versus face-to-face learning environments?
2. 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?
3. 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?
Subject:
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.
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 from:
o The Distance and Open Learning Scale (DOLES) instrument
which used to assess student perceptions of their learning
experience.
o The Dimensions of Distance Education (DDE) instrument which
provides a further assessment of the learning environment.
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.
Results:
1. 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.
2. Perceptions of course interaction, structure and support: Overall, both
groups of students had positive perceptions, with the face-to-face students
having significantly more positive views for interaction and support.
3. Learning Outcomes (Course grades):
Course Course Grade
n
Format A % B % C % I %
Face-to-Face 19 13 68% 2 11% 2 11% 2 11%
Online 19 13 68% 1 6% 2 11% 3 16%
Total 38 26 68% 3 8% 4 11% 5 13%
References:
• http://www.editlib.org/index.cfm?fuseaction=Reader.ViewFullText&paper
_id=8371
Evaluation of the development of metacognitive knowledge supported by the
knowcat system
Research type:
non-comparative
The aim of this Research:
was 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.
Instrument:
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) and
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:
Reference: http://www.springerlink.com/content/87v06t9523380k72/