1. Summary Of An
Evaluation
Study Of
Educational
Technology
Study 1: Evaluation
methodology used
Done by: Dalal Al-Dhafari
83486 TECH 4102
2. Study Title:
"A Study of Individual Learning Styles And
Educational Multimedia Preferences"
Researcher: Denice Byrne, School of Computer
Applications, Dublin City University, Ireland, June 2002
This study investigates into relationships between
Individual Learning Styles and Online Multimedia
learning resources, used in online environment
(WebCT). The study tested in a small group, with 31
male students "Apprentice Electricians".
3. Study Purpose:
This research project is aimed to testing the
following:
First,the research aimed to determine if there are a
relationship between individuals learning style and
their preferential use of online multimedia learning
resources.
The second, the research examined the self-
directed use of the multimedia WebCT course by
students to understand the abstract concepts to
find out if the difference in performance scores
decreased.
4. Study Instrument:
This research used online and paper questionnaires
like a VARK questionnaire and an Index of Learning
Styles (ILS) questionnaire.
VARK questionnaire (VARK-
Visual, Aural, Read/Write and Kinesthetic, this
model facilitate Multimodal-learning styles for
those learners with more than one preference.)
An Index of Learning Styles (ILS) questionnaire
(formulate learning style model with dimensions
that should be particularly relevant to science
education).
5. Reference:
Denice Byrne. (2002) A Study of Individual
Learning Styles And Educational
Multimedia Preferences. Dublin City
University, Ireland.
http://www.compapp.dcu.ie/~mfarren/de
nice.PDF
6. Summary Of An
Evaluation
Study Of
Educational
Technology
Study 2: Evaluation of
technology features
Done by: Dalal Al-Dhafari
83486 TECH 4102
7. Study Title:
A REVIEW OF RESEARCH ON PROJECT-BASED
LEARNING
Done by: John W. Thomas, Ph. D
This review examines research related to a
teaching and learning model popularly referred
to as "Project-Based Learning" (PBL).
8. Study Purpose:
Research can be undertaken in order to
make judgments about the effectiveness of PBL
(summative evaluation),
assess or describe the degree of success associated with
implementation or enactment of Project-Based Learning
(formative evaluation),
assess the role of student characteristic factors in PBL
effectiveness or appropriateness (aptitude-treatment
interactions), or
test some proposed feature or modification of Project-
Based Learning (intervention research).
9. Technology Features:
PBL help students learn how to learn.
PBL are enhanced professionalism and collaboration
on the part of teachers and increased
attendance, self-reliance, and improved attitudes
towards learning on the part of students.
PBL seems to be equivalent or slightly better than
other models of instruction for producing gains in
general academic achievement and for developing
lower-level cognitive skills in traditional subject matter
areas.
10. Technology Features:
PBL has value for enhancing the quality of
students' learning in subject matter areas, leading
to the tentative claim that learning higher-level
cognitive skills via PBL is associated with increased
capability on the part of students for applying
those learning's in novel, problem-solving contexts.
PBL is an effective method for teaching students
complex processes and procedures such as
planning, communicating, problem solving, and
decision making.
11. Reference:
John W. Thomas. (2000) A review of
research on project based learning. Bob
Pearlman Home: San Rafael, California.
http://www.bobpearlman.org/BestPractices
/PBL_Research.pdf