Sultan Qaboos University College of Education
ILT Department
Studies in Distance Education &
Face To Face Education
Author: J. Barroso1, L. Gómez Cabranes2 Year: 2009Title: Face to face learning methodologies vs Distance learning methodologies
The target event: International Conference on Multimedia and ICT in Education.Country:
Portugal
Study one:
Study case: focused on the adult education and the use of ICT as learning
tools. The study is supported by the Grounded Theory approach and it uses
Atlas/ti software to help organize and analyse the 22 semi-structured
interviews that were applied online concerning the different available
learning methodologies. The study relies on the answers of the participants
that were involved in learning processes, using different kinds of
learning methodologies organized by a long life education centre for the past
two years. Study one:
Result: There is still some resistance to the new learning methods
Based on ICT. The need for human contact and face to face teaching are
indicated as being the mainDisadvantages of distance learning.
Face to face learning methods continue to be preferred by those who are
searching not only for new knowledge, but also new friendships and direct
contact with the teacher/tutor.
Study one:
Comment: We have found out that face to face is
preferred in the Educational Process and the author mentioned relative
reasons about the majority of preference of face to face more than
DE .
Study one:
Study Two:
Author: John T. E. and Jelfs, Anne Year: 2007 Title: Face-to-face versus online tutoring support in distance education The target Institution: The Open University, UK Country: United Kingdom
Study Two:
Study case: The course chosen for study was U213, ‘International
development: challenges for a world in transition’. This is a multidisciplinary
course at an intermediate undergraduate level, and runs from February to October. It is worth 60 credit accumulation transfer (CAT)
points in the UK, and hence equates to 50% of one year’s full-time study. It is
assessed by six tutor-marked assignments and an unseen final
examinationtaken at a regional assessment centre.
Study Two:
Result: students who received online
tuition produced poorer ratings of the
quality of tutorial support on the CEQ
and the AEF. The data suggested that
tutoring was viewed not only as an
academic activity but also as a pastoral
responsibility that developed and
supported students during their course.
Study Two:
Comment: All in all, the author
supports the process of DE more
than face to face and he justified his
view by convenient evidences.
Study three:
Authors: Connie Schardt & Julie Garrison
Year: 2000
Title: Continuing Education and Knowledge Retention: A
Comparison of Online and Face-to-Face Deliveries
The target Institutions: Seventy-two librarians in USA.
Country: USA
Study three:
Study case: Seventy-two practicing librarians, self-selected to participate in either the distance education eight week course or the eight hour face-to-face class. Using a modified version of the Fresno Test of Competence in Evidence-Based Medicine, the authors compared student pre-class, post-class, and six-month post-class assessment scores to assess subject knowledge retention, evaluate student learning, and determine the efficacy of the course delivery methods.
Study three:
Result: When comparing the scores of only those who completed all assessments, the DE students averaged over 10 points higher than the CE group in each test. Based on the raw numbers, it appeared that students in the DE group came into the classroom with a greater knowledge of the subject and retained more knowledge six months after the course had ended. However, after analyzing the data from all participants, the study showed that the differences between the distance education group and face-to-face group were not statistically significant.
Study three:
Comment:In our view, the study
introduces realistic justifications to prove that
Distance Education has equal effectiveness and effeciency
with face to face.