CFDE students report significantly greater usefulness perceptions, especially ease of navigating and transitioning between content and discussion¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? CFDE students rated ease of navigation, transitioning to discussion without losing motivation, and returning between discussion and content significantly higher than TDE students (F=7.14, 5.20, 9.96, 10.72; p≤0.05). → Yilmaz 2016 q3 i? Feeling lost in the learning environment did not differ significantly between groups (F=2.18, p=0.14). → Yilmaz 2016 (2)

Evidence¶

Yilmaz 2016¶

Yilmaz, E. O., & Yurdugul, H. (2016). Design and effects of a concept focused discussion environment in e-learning. Eurasian Journal of Educational Research, 63, 353-374. https://doi.org/10.14689/ejer.2016.63.20

q3 · i? · causal · r2

ANOVA on the researcher-developed five-item usefulness perception scale in the 90-student experiment; CFDE means exceeded TDE on navigation (4.33 vs 3.86), transition to discussion (4.02 vs 3.61), return to discussion (4.15 vs 3.59) and return to content (4.09), all significant.

"In terms of usefulness perceptions, these differences are determined to be statistically significant to the advantage of the experiment group environment CFDE (P≤0.05)."

Yilmaz 2016 (2)¶

Yilmaz, E. O., & Yurdugul, H. (2016). Design and effects of a concept focused discussion environment in e-learning. Eurasian Journal of Educational Research, 63, 353-374. https://doi.org/10.14689/ejer.2016.63.20

q3 · i? · causal · r2

The 'I found myself lost' item showed no significant group difference (F=2.18, p=0.14); the article states "students did not feel lost" in either environment.

"students involved in CFDE experiment groups had an average perception of (2.17), while students involved in TDE had a higher average perception of (2.45); when this difference to the advantage of the experiment group underwent variance analysis, it was not revealed to be statistically significant (p>0.05)."

Discussion¶

Related Claims¶

• Students using CFDE report higher cognitive learning perception than students using TDE — related
• CFDE and TDE do not differ in affective learning perception — related