Comparative and non-comparative evaluation in educational technology

1- Comparative study:

The title of this study is blended learning vs. traditional classroom settings: assessing effectiveness and student perceptions in an MBA accounting course which is authored by Chen and Jones. The type of this study is learners' perception and performance. It Compare students’ assessments in accounting class of course effectiveness and overall satisfaction with the course. The participants are Master of Business Administration (MBA) students in an accounting class at a university in the Northern United States. A survey was used to compare students enrolled in a traditional in-class section, and another group in a “blended-learning” section in which the primary course delivery method was online, but in which students met in class on a limited number of occasions. The results of this study suggest that the two delivery methods were similar in terms of final learning outcomes, but that both may be improved by incorporating aspects of the other. It Make meaningful comparisons between two delivery methods. However, the survey was administrated only on one school and involved one MBA course in accounting and the inferences cannot necessarily be made about other courses, institutions and instructors.

2- Non-comparative study:

The title of this study is learning strategies and other factors influencing achievement via web course which is authored by Shin, Ching-Chun, Tom and John. It Examine how students with different learning styles functioned in World Wide Web-based courses and to determine what factors influenced their learning. This study has three objectives the first one is examine how students with different learning styles function Identify the demographic characteristics of the student by learning style. Second, identify how students' learning strategies', patterns of learning, and achievement differed in relation to their learning style. Third, identify relationships among student learning style, learning strategies, patterns of learning, achievement and selected variables in World Wide Web-based courses and to determine what factors influenced their learning. This study is aiming to answer these questions, what do we know about the way students learn through the www? what are the important learning factors in web based courses? do student learning style, learning strategies and patterns of learning influence learning achievement?. The Participants are 99 students at Iowa State University taking two non-major introductory courses. An online questionnaire that included a learning strategies scale, a pattern of learning scale, and demographic questions was designed and posted on the Web. A total of 78 students also took the Group Embedded Figures Test (GEFT), a learning styles test. The Results indicated that learning styles, patterns of learning toward Web-based instruction, and student characteristics did not have an effect on Web-based learning achievement. This study use two evaluation instruments, but some students don’t respond to these instrument.

Powerpoint presentation link:
http://www.slideshare.net/61820_62133/comparative-and-noncomparative-1412738