scholarly journals The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

10.28945/2135 ◽  
2015 ◽  
Author(s):  
Retta Guy ◽  
Millicent Lownes-Jackson
Keyword(s):  
Distance Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Business Students ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Face To Face ◽  
Computer Based ◽  
Traditional Learning Environments ◽  
Better Than

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014.  The population studied was 281 undergraduate business students self-enrolled in the 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

scholarly journals The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

10.28945/2254 ◽  
2015 ◽  
Vol 12 ◽  
pp. 095-109
Author(s):  
Retta Guy ◽  
Millicent Lownes-Jackson
Keyword(s):  
Distance Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Business Students ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Face To Face ◽  
Computer Based ◽  
Traditional Learning Environments ◽  
Better Than

Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

Distance Learning Essentials

2011 ◽  
pp. 248-253 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Distance Learning ◽  
Junior Faculty ◽  
Learning Technologies ◽  
Traditional Classroom ◽  
Classroom Learning ◽  
Senior Faculty ◽  
Face To Face ◽  
Job Aids ◽  
Distance Learning Technologies ◽  
Networking Technologies

Time and space no longer separate learners from their instructors. The emergence of distance-learning technologies, especially the Internet and networking technologies connect learners with their instructors. Instructional resources such as training courses, instructional job aids, reference materials, training guides, and lesson plans, as well as teachers, trainers, and other learners that were traditionally available for traditional classroom settings are now attainable via distance-learning technologies by anyone, anywhere, and anytime. As the growth of new information in the digital age accelerates (Gagne, Wager, Golas, & Keller, 2005), the debate revolving around distance-learning essentials has become even more heated among the academic circles. One side of the debate, represented by senior faculty, indicates that distance learning is inferior to traditional classroom learning because it lacks the necessary “face-to-face” interaction. The other side of the debate, representing current researchers and junior faculty, contends that distance learning is no better or no worse than traditional learning, given the fact that distance learning offers both advantages and disadvantages. The same thing is true about traditional classroom learning, which also offers benefits and disadvantages. Regardless of the debate, distance learning is revolutionizing education and training, along with so many other aspects of our lives (Gagne, et al., 2005). Open any job ads for a faculty position and there must be a description requiring a potential faculty member to be able to use distance-learning technologies. Those faculty members who cannot use distance-learning technologies are truly at a disadvantage nowadays.

Web-Based Collateral Support for Traditional Learning

2000 ◽  
pp. 282-292 ◽  
Author(s):  
Tim Hill ◽  
Laku Chidambaram
Keyword(s):  
Distance Learning ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Web Based ◽  
User Adoption ◽  
Usage Patterns ◽  
Traditional Classroom Instruction ◽  
Multimedia Technologies ◽  
Repeated Use ◽  
The Web

The emergence of the Web and the growth of multimedia technologies offer new mechanisms to support and enhance traditional classroom instruction. This chapter reports on a field study in the use of a Web-based distance learning tool. Students enrolled in traditional classroom courses were provided with asynchronous distance learning support consisting of anytime/anyplace access to classroom lectures via the World Wide Web. The traditional classroom lectures were audio-recorded and the audio transcripts digitized, compressed and stored, along with the synchronized lecture slides, for accessing and viewing via the Web. Usage patterns were unobtrusively monitored and correlated with performance. Additionally, participants’ perceptions were collected, compiled and analyzed. The results showed that repeated use of the Web-based supplement was correlated with better overall performance in the class. They also provided some clues to the motivations of users who seek out and explore collateral Web-based support for their own individual learning. This study provides a foundation for further research and application by: 1) helping to assess the utility of collateral support for traditional instruction using Web-based media, 2) shedding light on user adoption behaviors and attitudes, and 3) identifying practical considerations in the implementation of Web-based support for distance learning.

Herding Cats

2010 ◽  
pp. 284-300
Author(s):  
Donald N. Philip
Keyword(s):  
Online Learning ◽  
Social Network ◽  
Network Analysis ◽  
Learning Environments ◽  
Learning Process ◽  
Knowledge Building ◽  
Traditional Classroom ◽  
Process Data ◽  
Communications Networks ◽  
Face To Face

Teachers using online learning environments have found that traditional classroom control techniques do not work when applied online. Instead, other approaches need to be used. This chapter introduces the concept of knowledge-building as an approach that is effective in online learning, and the concept of protocological control as a means of controlling the communications networks that evolve during the learning process. Data from a study involving students in a gr. 5/6 hybrid (online and face-to-face) class are used to illustrate how the teacher controls the learning process when the students all work independently of each other. The use of social network analysis as a tool for visualizing the communications networks that form is demonstrated.

scholarly journals The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

2017 ◽  
Vol 5 (9) ◽  
pp. 146 ◽  
Author(s):  
M. Betul Yilmaz
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Learning Environments ◽  
The Other ◽  
Academic Procrastination ◽  
Face To Face ◽  
Logical Regression ◽  
Exam Scores ◽  
Face To Face Learning ◽  
The University

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students’ academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

Multi-User Mixed Reality Environments for Distance Learning

2018 ◽  
pp. 208-239
Author(s):  
Anasol Peña-Rios ◽  
Victor Callaghan ◽  
Michael Gardner
Keyword(s):  
Distance Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Technological Innovation ◽  
Mixed Reality ◽  
Traditional Classroom ◽  
Science And Engineering ◽  
Future Directions ◽  
Science And Engineering Education

Technological innovation is changing every aspect of our lives and extending into education, where it is introducing profound changes to both the traditional classroom and online learning environments. This chapter explores the future of MUVEs, focusing particularly on immersive mixed reality learning environments and the challenges involved in the shift to multidimensional environments in education. It reviews the earlier developments in MUVEs and identifies a barrier to their deployment in science and engineering education: their inability to support physical collaborative laboratory work. The chapter then explains how advances in mixed-reality research may offer a solution to this problem through a case study of a cutting-edge example of such an approach, the BReal Lab, together with a summary of evaluation results gained from a trial involving students in 5 different countries. Finally, the chapter concludes by reflecting on the issues raised and speculates on possible future directions that work on mixed-reality MUVEs might take.

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