1. Differences Between Face to Face and Distance Education in General
Done by:
Azeer (82920)
Ahmed(68693)

2. Name of the study 1:Online versus face-to-face learning: looking at modes of instruction in Masters-level courses
Overview and objectives of the study:
This study examined performance of Masters-level students in an
online course in Cognition, Learning and Assessment and compared
it with the performance of students in a face-to-face classroom setting
of the same
course.
Journal of Further and Higher Education(United States)
2009
3. Name of the study 1:Online versus face-to-face learning: looking at modes of instruction in Masters-level courses
Target audience
This study examined
Sixsectionsofthecourseoveratwo-yearperiod.
Thesame Professor taught all sections overatwo-yearperiod. .
4. Name of the study 1:Online versus face-to-face learning: looking at modes of instruction in Masters-level courses
Assessment tool:
Final exams
Two common assignments
5. Name of the study 1:Online versus face-to-face learning: looking at modes of instruction in Masters-level courses
Study result:
From assessments tool the students in the face-to-face class
scored significantly higher on two out of the three
measures.
So there is significant difference, Better Results in the Classroom (face to face)
6. Name of the study 1:Online versus face-to-face learning: looking at modes of instruction in Masters-level courses
Resources :
http://www.informaworld.com/smpp/content~db=all~content=a913430396
7. Name of the study 2 :Comparing Learning Outcomes between Traditional and Distance Education Introduction to Philosophy Courses
Overview and objectives of the study:
This study compared students in traditional and distance sections of PHIL 101: Introduction to Philosophy in terms of both objective learning outcomes and student attitudes in the form of students' anticipated and perceived learning and course satisfaction
Centre for Philosophical and Religious Studies - Department of Theology and Religious Studies - University of Leeds
Smith, R. J. & Palm, L. J.
2007
8. Name of the study 2 :Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses
Target audience
This study examined
141 students (56 men and 85 women.) who enrolled in Introduction to Philosophy during the fall semester of 2005 or the spring semester of 2006
16-week fall and spring semesters
9. Name of the study 2 :Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses
Assessment tool:
Survey Questions
Academic Performance
10. Name of the study 2 :Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses
Study result:
From assessments tool the results of the study indicated
that the traditional and distance students did not differ
significantly in their in performance on graded
performance
So there no significant difference BetweenResults in the Classroom and distance students
11. Name of the study 2 :Comparing Learning Outcomes between Traditional and Distance Introduction to Philosophy Courses
Resources :
http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/5
12. Name of the study 3 :Navigational Tools' Effect on Learners' Achievement and Attitude
Overview and objectives of the study:
The purpose of this study was to examine how the use of different navigation tools influence the knowledge acquisition and attitudes of learners of different ability levels
Faculty of Virginia Polytechnic Institute and State University
March 7, 2000
Blacksburg, Virginia
13. Name of the study 3 :Navigational Tools' Effect on Learners' Achievement and Attitude
Target audience
This study examined
Grade 8 students at the public middle school where the researcher was employed.
14. Name of the study 3 :Navigational Tools' Effect on Learners' Achievement and Attitude
Assessment tool:
Academic Performance
15. Name of the study 3 :Navigational Tools' Effect on Learners' Achievement and Attitude
Study result:
From assessments tool Results show a significant gain in achievement for high ability level students using the navigational tool search engine. Significant difference in attitude was found for all ability levels using the navigational tool menu.
So there significant difference: BetterResults with student who has high ability in using technology
16. Name of the study 3 :Navigational Tools' Effect on Learners' Achievement and Attitude
Resources :
http://scholar.lib.vt.edu/theses/available/etd-04132000-16260041/unrestricted/Navigation_Tools.pdf
17. Our point of view:
We believe that we cannot say that there is or there is nosignificant deference as everything depend on the situation it self