Done by : kholood khalaf al-hoqani

Comparing Student Learning and Attitudes

Investigating Computer Mediated Instruction in a Greek State Lykeio

goalComparing Student Learning and Attitudes in traditional and by distance

effectiveness of computer-mediated instruction with outcome of traditional way

-findings concerning males and

females separately

tooltheir expectations-

perception of what they had learned-

willingness to take another

a randomized pretest-posttest

Age span

mean age 20.77 age spans from 15 to17

-that the traditional and distance students did not differ significantly in their in performance on graded assignments

significant differences favouring the traditional teaching methods,

-no statistically significant differences were noted in the performance between males

and females.

The first study abstract :Comparing Student Learning and Attitudes “Smith designed the traditional and distance versions of the

course to be as similar as possible. Both formats used WebCT, a web-based course platform, and all students were required to have an internet connection to access course materials. The instructor demonstrated how to use WebCT on the first class meeting. Students in both formats used the same anthology4 and were provided with the instructor's lecture notes. Each of the thirty lectures, one for each class meeting, was available as a PowerPoint presentation with audio on WebCT. PowerPoint presentations were not used during class in the traditional sections, but the PowerPoint lectures were available online after the topic had been covered in class. Students also had WebCT access to ungraded 'selftests' corresponding to each day's lecture material. Smith held four 'onground' office hours and four 'virtual' office hours in a WebCT chat room each week. While students in both course formats corresponded with the instructor by email, students rarely attended office hours”.

Study two :Investigating Computer Mediated Instruction in a Greek State Lykeio (technology) The software (Appendix III) used for the presentation of the

lesson, was prepared by the author. It comprised a series of webpages, which were compiled

into a website and published on the Internet (http://users.forthnet.gr/ath/vasdor/ma/start.html).

The webpages presented the form ‘inversion’ in an interactive way, where the students would

be able to explore -employing ‘pointand click’ techniques- the various cases where inversion

can be used.

Investigating Computer Mediated Instruction in a Greek State Lykeio Two grammar books (Quirk & Greenbaum, 1973; Evans, 1998) were

consulted so that ‘inversion’ cases would be listed and presented with examples. The six

most common cases were selected to be presented to the students, and the example sentences that

were taken from the grammar books were listed both in inverted and non-inverted form so that

the students would get a clear picture of the mechanisms involved in inverting sentence elements

for emphasis. The grammar rules for inversion together with the examples made up the

‘inversion website’ that the author published on the Internet. Taking advantage of the animation

features and multimedia capabilities of the software packages ‘Macromedia Fireworks’ and

‘Macromedia Flash’, the changes in the syntax of the sentences when they are inverted were

‘flagged’ (as it was explained in chapter II) to draw students’ attention on them.