No significant differences

Study (1):

Title: K–12 Distance Educators at Work: Who’s Teaching Online Across the United States

Target audience: k-12

Main goal: This study examines the demographic nature and experiences ofK–12 online teachers.

Authors: 1- Leanna Archambault 2- Kent Crippen

No significant differences

Study (1):

Results: The field of K–12 online distance education is continuing to expand and grow, specifically through the proliferation of virtual schools throughout the United States. Increasingly, a growing number of educators find themselves teaching in a virtual classroom without walls.

No significant differences

Study (2):

Title: Are online tutorials effective? A comparison of online and classroom library instruction methods

Target audience: student of school Main goal: is about this question Can librarians effectively teach library skills using an online tutorial?

Authors: Susan L. Silver a,⁎, Lisa T. Nickel

No significant differences

Study (2):

Results: The tutorial proved to be as effective as classroom instruction, as there were no statistically significant differences in the quiz scores between the students in the tutorial and classroom groups.

No significant differences

Study (3):

Title: Students’ Perceptions of Online Learning: A Comparative Study

Target audience: under graduated students

Main goal: This study examines students’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion.

Authors: Karl L. Smart and James J. Cappel

No significant differences

Study (3):

Results :Technologies as used in online and blended learning situations have the potential to enrich the learning experience, to do more than what can be done in face-to-face or other approaches.

significant differences

Study (1):

Title: An Action Research The Effect of Computer-based Mathematics on Problem Solving Authors: Daisy T. Emanuel

Target audience: Participants will be 3rd grade students who will receive 2 hours weekly computer-guided math instruction along with their regular Math Investigations

Main goal: The purpose of this study is to examine the effects of computer-based mathematics curriculum on problem solving and the students’ attitudes toward computer-based mathematics.

significant differences

Study (1):

Results The students in third grade class have benefited greatly from computer-based mathematics. They have shown growth in mathematics aswell as growth in personal confidences.

significant differences

Study (2):

Title: Influence of Instructional Technology on Learning and Persistence of Tribal College Students.

Authors: Seeta Terry Shah

Target audience: students of first year mathematics classes of Tribal Community College

Main goal: study examined the relationship between students’ learning outcomes and persistence levels with instructional technology that combines cognitive learning theories with active and self-directed learning characteristics.

significant differences

Study (2):

Results Using instructional technology with traditional classroom instruction significantly and positively influenced learning outcomes and persistence levels of students of first year mathematics classes of Tribal Community College

significant differences

Study (3):

Title: THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: A META-ANALYSIS

Authors: Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R.

Target audience:

Main goal: examine the effectiveness of WBI relative to CI(Classroom Instruction) for teaching declarative and procedural knowledge and for training reactions.

significant differences

Study (3):

Results

The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge ... WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training

Our point of veiw

It Depends

It depends on the nature of content.If the content is theoretical one, the

technology will has no significant difference with the traditional teaching (languages, history,…)

But if it is practical or bodily, the technology will be useless rather than using traditional teaching.