This PowerPoint about 2 studies one comparative and another one is non-comparative

1. Submitted to: Dr. Alaa Sadik
Done by: Asila Alharthi
ID: 82666

2.  Study title & author:
 Title: Comparative study of the Moodle and WebCT
Management Systems
Authors: Martina Maněnova, Věra Tauchmanova
Reference: Martina Maněnova, Věra Tauchmanova;
“Comparative study of the Moodle and WebCT
Management Systems”,
http://www.wseas.us/elibrary/conferences/2010/Malta/ACS/ACS-45.pdf

3. Summary
Comparative type: Learners’ perception and performance
The aim of this study was to compare two LMSs from the
user’s point of view. The comparison was carried out on
the basis of blended learning of the subject selected. The
focus was given on the work in an LMS,. The WebCt as a
system has more instruments available for students than
the Moodle. This fact was not as influential on the
respondents because they used only certain basic
instruments. The students answers to the open questions
lead to the summary that the students give a better
evaluation to the work with the Moodle than with the
WebCT. The Moodle, contrary to the WebCT, has a Czech
localization of a good quality, which can be one of the
reasons.

4.  Study title & author:
Title: Technology-based science classroom : What factors
facilitate learning?
Authors: Rohaida Mohd. Saat , Kamariah Abu Bakar
Reference: Rohaida Mohd. Saat , Kamariah Abu Bakar;
“Technology-based science classroom : What factors facilitate
learning?”, (2005), Jurnal Pendidik dan
Pendidikan.http://web.usm.my/education/publication/JPPRoha
ida(1-19)B.pdf

5. Summary
 Learning primary science includes the acquisition of science
process skills. This study explores the use of specifically
designed web-based instructional materials in teaching these
science process skills, particularly the skill of controlling
variables. This qualitative case study attempts to uncover the
factors that influence learning in a web-based learning
environment. Analysis of verbal and non-verbal data reveals
that there are various factors that influence the acquisition of
science process skills. Four factors emerged from this study:
(1) the web-based instructional materials, (2) the physical
setting, (3) the role of the teacher, and (4) the students
readiness. This article discusses these findings and their
implications to the teaching and learning of primary science in
a web-based learning environment.