homework
Ngumtangie
MirabelToulminAnnotatedBibliography.docxNgum 2
Mirabel Ngum
Professor Rahhal
ENGL1213
26 April 2022
Which is Better: Traditional or Online Education?
Hurlbut, Amanda R. "Online vs. traditional learning in teacher education: a comparison of student progress." American Journal of Distance Education 32.4 (2018): 248-266.
https://www.tandfonline.com/doi/abs/10.1080/08923647.2018.1509265
Hurlbut is an assistant professor and author with a Ph. D in Curriculum and Instruction.
Online learning programs, including graduate programs and today's educators, are deeply rooted in advanced education. There is a significant lack of experience in online projects for students in comparable programs. The article aims to demonstrate student success in an eye-eye course or traditional development.
The improvement course compares student success in a web segment taught by a comparable instructor and discovers what factors contribute to success in not fully established student assessments and responses, information techniques have seen, and investment in intuitive web content. Students who took the regular course received higher grades and assignment scores than those who took the accelerated online course.
The book is essential in research because it contains different approaches that positively impacted the overall outcome, but instructor criticism was common in both schemes. Students who participated in the online section stated that they didn't mind learning in a virtual environment or attended a Blackboard Collaborate meeting with their tutor performed better in the course.
Alsaaty, Falih M., et al. "Traditional versus online learning in institutions of higher education: Minority business students' perceptions." Business and Management Research 5.2 (2016): 31-41. https://www.researchgate.net/profile/David-Abrahams-2/publication/303404556_Traditional_Versus_Online_Learning_in_Institutions_of_Higher_Education_Minority_Business_Students'_Perceptions/links/579a4a7d08ae024e100e4225/Traditional-Versus-Online-Learning-in-Institutions-of-Higher-Education-Minority-Business-Students-Perceptions.pdf .
Alsaaty is a professor and an author with a Ph. D in Business Administration.
There is a need for the best education program to accommodate all students; it can be online or traditional education. Some people find online courses appealing, while others believe they are less appealing than traditional courses with face-to-face interaction.
In other argue that the most desirable and valuable strategy for presenting material to students is a blended mode (e.g., online combined with face-to-face instruction). Nonetheless, students' perspectives on online promotion, as opposed to traditional face-to-face education, are frequently ignored. This article addresses this shortcoming by examining minority students' attitudes toward online learning in higher education instead of traditional face-to-face learning methods.
Organizations worldwide have argued whether online courses are less grounded than face-to-face and residential courses. Furthermore, even if they found the material challenging to understand, respondents in this study were evenly divided because web-based systems are more understandable than traditional face-to-face and in-person classes.
This study also discovered that men and women rated online courses differently than regular in-person or in-country courses. Regardless, more research is needed to fully comprehend why these differences exist and whether they are related to course configuration, satisfaction, staff commitment, or other variables.
https://www.proquest.com/openview/16a1e7af4e31fc72d106915cd9ce4a02/1?pq-origsite=gscholar&cbl=276235
Maghool is an educationist with extensive experience in curriculum development:
Learning design is multilayered and fraught with pitfalls. Learning hypotheses such as the problem-based, flipped learning, learning styles, and experiential learning hypotheses are analysts' responses to these difficulties.
Many of these hypotheses necessitate the use of appropriate tools to design the learning process. Furthermore, the potential outcomes of virtual reality technology, combined with the challenging characteristics of the project-based learning method, have drawn the attention of engineering professionals to this innovation.
Because of its experimental nature, V.R. innovation has the potential to benefit design student education. Although research on the use of virtual reality to design instruction is not new, it has rarely focused on emerging theories about composition learning.
Amin, Hebat Allah, et al. "Designing Pathology Curriculum Through Guided Enquiry/Mixed Modalities Case-Based Learning at Faculty of Medicine, Helwan University." ScienceOpen Preprints (2020).
https://www.scienceopen.com/hosted-document?doi=10.14293/S2199-1006.1.SOR-.PPZFS5T.v1
Amin is a psychologist with several years of experience in education-related curriculum development.
Implementing case-based learning (CBL)in the integrated Modular Curriculum has proved an excellent efficiency in teaching medical students. We aim to develop and validate a customized model of CBLto integrate disciplines while meeting the requirements of our national academic reference standards. Phase I medical students'" reflection is presented.
the cross-sectional review presents our experience teaching CBL in a hybrid mixed model in pathology course. Intake questionnaires were used to collect data, and CBL in the pathology course was compared to other methods (tutorial interviews, student induction, PBL, and proficiency labs) in the included modules.
. It helped conclude that student self-efficacy was highest for all module demonstration strategies and other forms of teaching. According to most students, the modified CBL model is an excellent tool for integrated modular learning programs. Surprisingly, its outcomes outperformed lectures and other intelligent tutoring methods.
Turban, Efraim, Ephraim McLean, and James Wetherbe. Information technology for management making connections for strategic advantage. John Wiley & Sons, Inc., 1998.
Ephraim McLean is an American organizational theorist and Professor of Information Systems at the J. Mack Robinson College of Business, and James Wetherbe is a distinguished Professor at Texas Tech University’s Rawls College of Business. These professors offer an overview of traditional education from a cultural perspective.
Traditional education encourages students to know their traditions, cultures, and ways of living in a society with other people. It encourages the need to develop skills, know the ancestral language, and master taboos and what are allowed in their community and tribe at large. With traditional education, students can maintain moral values, norms, and characters since, at the time, technology comes with different challenges that expose young people to pornography and gambling. Traditional education assists students in not only learning what they require to fulfill their future careers but also in knowing and understanding the roles they will play in society as women and men. It gives them a chance to develop while knowing what is right and wrong with what they are doing. For young children of the same community, it is highly advisable they take part in traditional education as it builds them and they are equipped on how to live with others and what the community expects from them. One criticism is that traditional education is limited as it cannot expose the students to the world of technology which is going to be the new normal in the next ten years or so. However, this excellent work is a great source because it provides the cultural background for the research.
