June 16, 2002
June 16, 2002
June 19, 2002
7.311.1 - 7.311.11
Session 2420 Web Education: Delivery and Evaluation
Comparing Traditional with Web-based Learning
Harry W. Tyrer, Johnissia Stevenson, Eric Epperson, Tom Noack*, Jose L. Zayas-Castro University of Missouri-Columbia, *University of Puerto Rico Mayaguez
Abstract We taught a graduate level distance-learning course in the winter 2001 semester. This asynchronous course had several synchronous online interactions between instructor and students. On-line, the topics are divided into slide presentations with vocal commentary produced by the instructor using Real Media software. Each session lasted between ten and fifteen minutes in length with the scripted voice and images merged into one visual display.
Assessment of the course entails student surveys and grades. The surveys used HTML forms. Grades for this course were compared with historical grades of students taking earlier versions of the same course in the traditional manner.
The survey showed that the students were satisfied with the tools, technology and system performance of the presentation system. The students were also satisfied with the course, but less than 20% of the respondents were unsure that they would take another web-course. Grades were compared for the 3 exams given either throughout the course's historical record with traditional students (last 3 years) or the current crop of online students.
In all cases the grades spanned the same range, and tests of significance failed (not significantly different). The good news is that students respond positively and they can be expected to do as well using the web as in traditional settings.
Introduction The interactive capability of the World Wide Web and its ability to house and distribute course content improves the learning options available to students. Learners have the option to log into lecture and obtain notes without physically being present.
The look and feel of the classroom is changing. The web appeals to the student's visual and interactive learning mode. It provides flexibility in learning times, either synchronous or asynchronous. And it enables collaboration and access hitherto unavailable.
Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education
Noack, T., & Tyrer, H., & Epperson, E. (2002, June), Comparing Traditional With Web Based Learning Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11278
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