Comparative and non-compertve study

Comparaitve Study

The study is : Students’ Perceptions of Online E-learning.
Author: Karl L. Smart and James J. Cappel
Central Michigan University, Mount Pleasant, MI, USA
Publish: 2002\University of Technology.
Audience: Students in schools and university in united state
Objectives:
• Examines students’ perceptions of integrating online components.
• Provides data on an initial attempt to integrate online modules in a traditional class.
• Moving toward the model of blended or online instruction.

Instruments: Survey.
Advantage:
• Research is encouraged to explore.
• Use of real-world situations has the potential to promote deep learning.
Disadvantages or limitations of online learning:
• In this study the instrument focused the important of using “blended learning” approach.And the sense of learner isolation.
• Use one type of instrument to evaluate student perception and Environment.
The results of the study were as follows:
• Participants in an elective course rated the online modules significantly better than those in a required course.
• Students in the elective course had a significantly higher mean satisfaction rating than subjects in the required course.
• Participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative.

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Non-comparative study :

The study name is WEB-BASED LEARNING: RELATIONSHIPS AMONG STUDENT MOTIVATION, ATTITUDE, LEARNING STYLES, AND ACHIEVEMENT .Done by Ching-Chun Shih, Research Associate and Julia Gamon, Professor Emeritus from Iowa State University . this study include 99 students taking two Web-based courses in college of agriculture at a land grant university. The objectives are :
 determine how student motivation, attitude, and learning styles influenced achievement in web-based courses.
 identify the demographic characteristics of the students in relation to learning styles
 identify differences in student motivation, attitude, and achievement in relation to learning styles
 relationships among student achievement, motivation, attitude, learning styles, and selected variables in web-based learning.
by using the a learning style test, on-line questionnaire , they found that :
 two-thirds of the students were field-independent learners.
 there were no significant differences in achievement between field-dependent and field-independent students.
 students with different learning styles and backgrounds learned equally well in web-based courses.
 students enjoyed the convenience and self-controlled learning pace .
 students were motivated by competition and high expectations in web-based learning.
The disadvantages :
They used one instrument tool to classify student learning style which is questionnaire. With this tool we cannot have.