Comparison between two different studies in the effectiveness of

DE technologies

Title: Comparative Analysis of Learner

Satisfaction and Learning Outcomes in Online

and Face-to-Face Learning Environments

Title: The effect of World Wide Web instruction

and traditional instruction and learning style on

achievement and changes in student attitudes in

technical writing an agricommunication course.

Purpose: A lot of people think the online

course is better than face to face course but this

study confirm there is no difference between the

so that can serve us to do the correct method.

Purpose: Using the combination of WWW

dependent instruction with a practical laboratory was

a better method of teaching students technical writing

than a traditional classroom approach.

Audience: The sample consisted one version

of the course was taught on the campus of a

large Midwestern university through a

traditional face-to-face format while the other

version of the same course was offered totally

online, with no direct face-to-face contact

between the instructor and the students , so it is

clear and has enough variables.

Audience: The population of the study consisted of

58 undergraduate students at Mississippi State

University enrolled in AEE 3203, Technical Writing in

Agricommunication during Fall semester, 1995

Findings: *The result of Q 1. There is no significant

difference in satisfaction with the learning

experience of students enrolled in online and

face-to-face learning environments.

* The result of Q 2. There is no significant

difference in student perceptions of

student/instructor interaction, course structure,

and course support between students enrolled in

online and face-to-face learning environments.

* The result of Q 3. There is no significant

difference in the learning outcomes (i.e.,

perceived content knowledge, quality of

course projects, and final course grades)

of students enrolled in online and face-to-

face learning environments.

Findings: *The result of Hypothesis 1. There is no significant

difference between type of instruction on students’

achievement, was tested using multivariate analysis of

variance.

*The result of Hypothesis 2. There is no significant

difference between learning style and achievement,

was tested using multivariate analysis of variance.

* The result of Hypothesis 3. There is no interaction

between types of instruction and learning style on

achievement, was tested using multivariate analysis of

variance.

* The result of Hypothesis 4. There is no significant

difference between the post-treatment motivational

levels of male and female senior secondary school

students in English language.