1. Comparison between two different studies in the effectiveness of
DE technologies
Title: Comparative Analysis of Learner
Satisfaction and Learning Outcomes in Online
and Face-to-Face Learning Environments
Title: The effect of World Wide Web instruction
and traditional instruction and learning style on
achievement and changes in student attitudes in
technical writing an agricommunication course.
Purpose: A lot of people think the online
course is better than face to face course but this
study confirm there is no difference between the
so that can serve us to do the correct method.
Purpose: Using the combination of WWW
dependent instruction with a practical laboratory was
a better method of teaching students technical writing
than a traditional classroom approach.
Audience: The sample consisted one version
of the course was taught on the campus of a
large Midwestern university through a
traditional face-to-face format while the other
version of the same course was offered totally
online, with no direct face-to-face contact
between the instructor and the students , so it is
clear and has enough variables.
Audience: The population of the study consisted of
58 undergraduate students at Mississippi State
University enrolled in AEE 3203, Technical Writing in
Agricommunication during Fall semester, 1995
Findings:
*The result of Q 1. There is no significant
difference in satisfaction with the learning
experience of students enrolled in online and
face-to-face learning environments.
* The result of Q 2. There is no significant
difference in student perceptions of
student/instructor interaction, course structure,
and course support between students enrolled in
online and face-to-face learning environments.
* The result of Q 3. There is no significant
difference in the learning outcomes (i.e.,
perceived content knowledge, quality of
course projects, and final course grades)
of students enrolled in online and face-to-
face learning environments.
Findings:
*The result of Hypothesis 1. There is no significant
difference between type of instruction on students’
achievement, was tested using multivariate analysis of
variance.
*The result of Hypothesis 2. There is no significant
difference between learning style and achievement,
was tested using multivariate analysis of variance.
* The result of Hypothesis 3. There is no interaction
between types of instruction and learning style on
achievement, was tested using multivariate analysis of
variance.
* The result of Hypothesis 4. There is no significant
difference between the post-treatment motivational
levels of male and female senior secondary school
students in English language.