PROS AND CONS OF LEARNING

Learning in an online classroom and Traditional Classroom

Outline

Introduction

Kemp Research

Sarasin (1999) Discovered

Correlation analysis

Gee (1990) studied

Online university degrees

Significant Issues

Introduction

The population for the present study encompassed wellbeing learning students in a medium-sized (8,000-9,000 enrollment) community school on the centered coast of California. The distance learning sample encompassed students in two sections of wellbeing learning suggested in an online format (N = 68). The comparison class was selected from four matching on-campus sections of wellbeing learning (N = 40) educated by the lead author. The online distance students were educated as asserted by the same course summarize, used the same textbook, enclosed the same address material, and took the same tests as the matching on-campus students.

Kemp Research

Most studies that have analyzed the relation effectiveness of in-person and distance learning have discovered little or no distinction in student learning. Kemp (2008) discovered that participants in the distance discovering course ranked the teaching as slightly less useful, but they missed less sessions and were more probable to put activity plans into perform than those in the in-person course; direct measures of discovering were not obtained. In their latest reconsider of the distance discovering publications, Rooney and colleagues resolve that discovering, as measured by written check, assignment, and course grades, appears very similar for in-person and distance learning. Importantly, these studies have analyzed distance learning supplied through interactive television instruction and have not analyzed the effectiveness of other types of distance learning, such as programmed instruction or Web-based instruction.

Sarasin (1999) Discovered

In the one study discovered that analyzed the effectiveness of Web-based instruction of social work research methods, Sarasin (1999) discovered no significant distinction in student grades for those taking an in-person course and those taking a Web-based course. These findings suggest that Web-based distance learning may be a productive set about to educating graduate-level research methods. However, due to the small sample size, only simple degree comparisons were undertook and insufficient statistical power may have been an issue. Other studies of Web-based instruction have discovered that students can discover the course material, as measured by course grades, as well from Web-based instruction as they can from in-person lecture-based instruction.

Learning styles were not the only differences between the distance and comparison groups in this study. Demographic facts and numbers demonstrated that the distance assembly had a higher percentage of females (59%, 49%), students actually registered in under 12 units (66%, 50%), students who had accomplished 60 or more school units (12%, 1%), had accomplished a stage (12%, 7%), and students overhead 26 years of age (36%, 6%). These characteristics acquiesce with the general profile of distance students as described by Thompson (1998). Though it is tempting to recognize and count on a "typical" distance student profile, it is probable that the dynamic environment of distance learning in general will hold student characteristics a going target. Thus, distance learning instructors should constantly supervise student characteristics.

Correlation analysis

Correlation analysis inside the online assembly showed a contradictory relationship between the Independent discovering style, and the Collaborative and ...