1. 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 of
K–12 online teachers.
Authors: 1- Leanna Archambault
2- Kent Crippen
2. 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.
3. 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
4. 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.
5. 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
6. 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.
7. 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.
8. Study (1):
Results The students in third grade class have
benefited greatly from computer-based
mathematics. They have shown growth in
mathematics as
well as growth in personal confidences.
9. 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.
10. 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
11. 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.
12. 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
14. 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.
