List of Illustrations.4
Executive Summary5
Introduction.7
- Purpose..7
- Scope/Methods.7
- Limitations.7
- Basic Plan..7
Literature Review8
Body of Report8
- Demographics..9
- Exposure..10
- Issues.10
- Media.10
- Tools..11
- Communication11
Conclusions12
Recommendations13
LIST OF ILLUSTRATIONS.
- Chart showing the students who participated in web-learning and their performance in a particular course-psychology. Page 8
- Chart showing the performance of students in each year who participated in web-learning. Page 9
- Pie chart showing the percentage of students per year who have completed a web course. Page 10
EXECUTIVE SUMMARY
216 students (20% of the contacted) in the University gave their responses on their details and how they interacted with web learning. The questions were straightforward and direct to obtain accurate answers. The responses were organized into graphs and charts to ease interpretation of the information.
Based on the results of the study, the conclusion is students still prefer classroom courses even with the knowledge of the importance of on-line learning. High school teaching style is to blame for the laziness that fresh graduates have.
A big number of students did not prefer to learn on their own. They rather be taught, and their progress closely followed by tutors. Only 2% of fresh students supported the web course program.
The study indicated that students who were familiar and experienced in on-line learning were not only more interested and motivated than the new students but also more likely to perform better in their next on-line based course. The high levels of motivation directly translated to high levels of efficiency.
INTRODUCTION
The research aims to reveal the difference in the effects of web and hybrid courses as opposed to classroom courses to students. The research focuses on the level of information retained by the students. The sample of students was interviewed to determine which option is most acceptable and efficient for the learning of the students.
Purpose
The Main purpose of the study is to determine the impact of web-learning to students in regard to the traditional classroom learning. The course units and years of the students were considered in the study.
Scope
This Study focuses on comparing the performance of college and university students in regard to self-directed on-line based learning, using two main methods of testing: TOWER (Texas On-line World of Education Research) which enables learners evaluate their progress as they learn, and the previously used testing methods which basically averages the class results.
The results showed that the TOWER based class achievements were evidently lower than the traditional classroom learning performance. Statistically, the TOWER GPA was 2.37 and class; 2.59. However, a deeper study revealed that with time, the TOWER based class performance appreciated as the classroom learning performance retained a flat horizontal curve. To explain the difference in this progress, James, Gosling and Ferrel assert that as the students familiarize with web learning, they develop interest and also innovative ways to cheat in the exams. The difference in variants of Hawthorne and expectancy also contributes to the increased in performance of the web-learners.
This research therefore, by determining the relation of student characteristics, self-directed learning, self-efficacy, and results of both on-line and classroom based learning, reveals the impact of web-learning as a prospective new leaning technique. The information used in this study was obtained mainly from a survey found in www.surveymonkey.com where sample web-learners participated in the survey. These students were attending on-line classes between 2008 and 2009
Limitations
The number of responses received indicated low interest of participants, hence lowering the accuracy of the study. Using the web for communicating with the respondents limited the number of persons likely to respond since most of them have more than a single address that they check often. The most likely factor that led to low response rates pointed to the fact that students either ignored to respond their emails or failed to check the emails in time within the specified period. The limited likely locked out some people who had not yet checked their emails. This method of communication also hindered the questioner from face-to-face inter-view that is more effective as one can read the non-verbal messages passed by the respondent.
Basic Plan;
The basic plan of the project is to conduct a survey for the evaluation of the apprehension of modern online platform for professional studies. The modifications and its limitation are explored with an aim to suggest improvement in the light of findings of the evaluation. The obvious observation is the fast pace of educational transformation from traditional mode to the newly implemented modern mode of study.
LITERATURE REVIEW
Results analysis
Judging the impact of web courses is most accurate when studying the results of the course examinations. Students who are more satisfied with the on-line courses are more likely to perform better than those who are not. The success of students, therefore, depends with their satisfaction that cultivates interest in the course and better performance. Students who lose interest are likely to drop out of the classes.
Fall Grade in Psychology
Self-responsibility
On-line learning requires one to motivate them rather than being followed up to complete the provided curricula hence the need for responsibility. Students who perform highly in web courses are self-motivated and mature. Without the face-to-face interaction with tutors and classmates (in discussions), they are able to acquire the knowledge and information on their own without any help. Researchers have previously linked success in self-driven learning to personal characteristics of an individual.
Demographics
The questionnaires sent to the respondents require the respondents to fill their age, sex, class, education level in the university, the number of units attempted or completed by web learning and the results they achieved.The following graph shows the percentage of students per year who have completed a web-course:
Gender;
The gender variance of the population marked a 43% ratio of male population whilst the female population is 57%.
The population class rank distribution is illustrated below;
Approximate GPA;
The evaluation of GPA in the targeted population depicted the illustrated results.
Exposure
Most of the fresh students 98% preferred the traditional classroom lectures. This preference is probably due to the mentality built in high school where the students are barely to train to learn on their own. However, with influence and growing need for research and information, they attempt and adapt web learning. Most seniors (86%) are comfortable with on-line learning.
The exposure in the grounds of number of online course taken at USA depicts the readings as illustrated;
The exposure in the grounds of number of hybrid course taken at USA depicts the readings as illustrated;
Issues
Acquiring students' emails through representatives met resistance. Some
Technical difficulties are an issue in web based courses / Professional availability is an issue in web-based courses;
The response of population over the question of Technical difficulties role as an issue in web-based courses against Professional availability is an issue in web based courses depicts the illustrated readings.
Tools
On-line questionnaires were the main collection tools. To gather the information in the research with minimized effort and physical face-to-face engagement, emails were vital in communicating to the respondents in the research. The readings of Various tools utilized in the course of action and their relevant impression is illustrated below.
Media
The most effective way of passing a message across to students is media and especially the Internet. From previous results, students do not respond in large numbers to for instance, print media, as it cost more time and resources such as writing their responses and posting them. The Internet is quite comfortable and easy to reply without any movement and publicity.
Communication
There was no complete and effective communication as most of the contacted students never replied in the time specified.
Schedule time each week with professor for assistance (webcam / Skype) verus Schedule time for face to face meeting with professor for online courses
CONCLUSION
I believe the small sample of respondents indeed indicated the real situation of the study. Although the responses were fewer than expected, they included and represented every group intended. The information captured is enough to make assumptions and decisions basing on the facts and figures.
Despite the low support of on-line learning, I believe, with the help of instructors who are experienced, students can find the most effective way of impacting knowledge and skills without necessarily being fed by lecturers as has been the norm traditionally. With self-driven running, learners master skills and have the opportunity to be creative and innovative without necessarily being appreciated to be encouraged. This motivation goes a long way in creating self-employment and a variety of ways to create income hence reducing depending on limited employment opportunities.
RECOMMENDATIONS
Modifications should essentially be adapted for sustainable development. Online study courses offer an entire new dimension over the platform of education. Technology exploitation to combat with limitation of the factor is essential. In the early stages of learning, instructors may offer introductory lessons and follow up on the progress until they are sure the students are comfortable and interested. These instructors should be experienced and skilled in on-line learning to be relied upon to achieve better results.
References
Pennebaker, James W., Samuel D. Gosling, and Jason D. Ferrell. "Daily Online Testing In Large Classes: Boosting College Performance While Reducing Achievement Gaps." Plos ONE 8.11 (2013): 1-6. Academic Search Complete. Web. 9 June 2014.
Wang, Chih-Hsuan, David M. Shannon, and Margaret E. Ross. "Students’ Characteristics, Self-Regulated Learning, Technology Self-Efficacy, And Course Outcomes In Online Learning." Distance Education 34.3 (2013): 302-323. Academic Search Complete. Web. 9 June 2014
