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Comparative study and Non comparative study http://home.earthlink.net Done By : Abdullah(65482) & Khalid(68694)
Contents Study 1 The purpose 2 Instrument 3 Result 4
Study <ul><li>Comparative study is Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class. It consider as Learners’ perception and performance. By David P. Diaz and Ryan B. Cartnal </li></ul><ul><li>Non comparative study is Relationship between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University. By Dr. Hulya ERGUL </li></ul>
The purpose was to compare the student learning styles of two online health education classes with an equivalent on-campus class. The purpose to determine the self-efficacy beliefs for distance education, achievement goals, and self-regulation abilities of students, which are some of the characteristics motivating students of distance education, and to suggest a relationship between these characteristics and academic success. Comparative study Non comparative study
Instrument In Comparative study as educators consider transplanting their traditional courses into distance learning settings, they should also consider assessing the learning styles of the students who enroll. Of the different learning style instruments, the Grasha-Reichmann Student Learning Style Scales (GRSLSS) seems ideal for assessing student learning preferences in a college-level distance learning setting. Comparative study
Instrument <ul><li>In Non comparative study used two different methods which are: 1. Participants and Procedures: Participants were 124 freshmen students who enrolled in Anadolu University’s distance learning programs, including such undergraduate programs as economy, finance, public administration, working economy, industrial relations and business administration. 2. Measures: The Questionnaire. The questionnaire was designed based on relevant researches. Primarily, questions on students’ demographic characteristics (e.g. age, gender, employed/unemployed) were asked. Gender was coded as 1 (male) and 2 (female). </li></ul>Non comparative study
Result Text Text <ul><li>Students enrolled in an online class are likely to have different learning styles than equivalent on-campus students. </li></ul><ul><li>Online students were more independent and on-campus students more dependent, in their styles as learners. </li></ul><ul><li>The on-campus students seemed to match the profile of traditional students who are willing to work in class provided they can obtain rewards for working with others, and for meeting teacher expectations. </li></ul><ul><li>Online students appeared to be driven more by intrinsic motives and clearly not by the reward structure of the class. </li></ul><ul><li>Motivational characteristics are very important in the literature of distance education. </li></ul><ul><li>Because for the achieving students, researchers agree on the necessity of being motivated. Especially in the studies carried out on motivation in distance education, it is often stated that motivation has a great importance in student achievement and continuity. </li></ul><ul><li>Finally, the present study indicates that academic advisors, teachers, and instructional designers of distance education can make use of self-efficacy beliefs of students. Especially academic advisors may find out about self-efficacy beliefs of students by way of questionnaires applicable through Internet and may help motivating these students and increasing their academic achievement by means of feedback they receive from them. </li></ul>Non comparative study Comparative study
limitations <ul><li>The utilization of a non-probability (convenience) sampling technique </li></ul>
Recourse <ul><li>http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm - Turkish Online Journal of Distance Education-TOJDE April 2004 ISSN 1302-6488 Volume: 5 Number: 2 http://tojde.anadolu.edu.tr/tojde14/articles/ergul.htm </li></ul>