Comparing two studies
- 1. Here are two studies. The first one said that there is significant differences between classroom and distance education and the second said there is not. Fist study: The Name of the study: Navigation Tools’ Effect on Learners’ Achievement and Attitude The name of the Author: Inez H. Farrell The audience: 146 eighth grade participantswho completed a poetry module using three randomly assigned navigation tools The purpose of the study: the purpose of this study was to examine the effects different navigation tools, used in a Hybrid CD-ROM computer lab setting, might have on the achievement of students of varying ability level. Results: 1-The use of the navigation tool in produce higher achievementscores.
- 2. 2-The use of a navigation tool that delivers more interactivity and learner control results in higher attitude scores. 3-the achievement scores of learners be influenced by treatments that vary the amount of Learner Control and Interactivity through a navigation tool. 4-The implications for design of instruction using a CD-ROM Hybrid with Internet access seems to indicate a need for a choice of navigation tools that offer at least moderate Learner Control and level of Interactivity. 5-Higher achieving students will have their best performance when given a higher amount of Learner Control with a higher level of Interactivity. 6-Linear navigation tool should not be offered as the only tool for High Ability students. Second study: Title: Comparing Student Learning and Attitudes Author: Renee Smith and Linda Palm
- 3. Audience: 141 students (56 men and 85 women) who enrolled in Introduction to Philosophy during the fall semester of 2005 or the spring semester of 2006. Findings: 1-Traditional and distance students did not differ significantly in their in performance on graded assignments. 1- Traditional and distance students did not differ significantly in their in their expectations for learning at the start of the course. 2- Traditional and distance students did not differ significantly in their perception of what they had learned at the end of the course and their willingness to take another philosophy course. 3- Distance students anticipated enjoying specific course activities more than traditional students, but at the end of the semester, reported enjoyment of these activities did not differ. 4- Students in the traditional classes, however, rated the lectures as more interesting and rated the course, overall, as more enjoyable than students in the distance classes.