Comparing between two studies
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This document compares two studies on the differences between online and traditional in-person courses. The first study found no significant difference in student grades but found that online students were less satisfied. The second study found statistically significant differences in final grades, failure rates, and course evaluations between the two formats, suggesting online students did not perform as well. However, the document concludes that learning outcomes ultimately depend more on individual student factors than the format alone, and both can provide effective education depending on student needs and learning styles.
Comparing between two studies
- 1. Compare between two studies. 1- No significant differences. "A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class" Jessica J. Summers, Alexander Waigandt, and Tiffany A. Whittaker Innovative Higher Education, Vol. 29, No. 3, Spring 2005 (C_ 2005) This study examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students’ final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the “no significant difference phenomenon,” described in Russell’s (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses. 2- Significant Difference - Better Results with Technology "Assessing academic performance between traditional and distance education course formats" Mark G. Urtel
- 2. Urtel, M. G. (2008). Assessing academic performance between traditional and distance education course formats. Educational Technology & Society, 11 (1), 322-330. The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face and taking a course via distance education . Three hundred and eighty five students were enrolled in a course offered, both, as face to face and as distance education. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. The results of this study are far from comprehensive or exhaustive. However, there are a few noteworthy findings that may serve to inform future research and address previously overlooked implications of converting classes to a distance education format. This study suggests that converting a class to distance education has statistically significant impact on academic indicators, such as final grade, for students. More specifically, students in a distance education course do not automatically perform equally as well, or even better, than as if they were in a face to face course. 3- Our opinion. There isn't significant differences in Learning Outcomes by using Traditional and Distance education . Both classes required the use of technology and provided considerable rigor and value to the education process. learning outcome depend in student interest in the way of instruction and learning style what works for some students will not work for others, so sort through the pros and cons of each, and decide what will best fit with your life style. An online education affords the student many benefits like flexibility, convenience and accessibility. Depending on the specific program, a student is able to complete assignments and even participate in lectures and class discussions on his or her own time. All this feature we can find in classroom situation except the flexibility in the time and place which have no effect in the learning outcome. Done by: Salim Al-Suti, Rashid Al-Beriki