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/