The Effect of Interaction Levels on Student Performance: A Comparative Analysis of Web-Mediated versus Traditional Delivery
Lowell M. Glenn, Christopher G. Jones, Jeff E. Hoyt, Utah Valley State College, United States
Journal of Interactive Learning Research Volume 14, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This analysis examined the contrasts between online and traditional delivery methods in terms of the impact on student learning and satisfaction for similar course material. It built on the work of other researchers who have asked these types of questions for individual courses and relatively small sample sizes. However, this analysis expanded the number of courses under review and has drawn a larger sample of students than previous studies. The analysis sought to control for student and teacher characteristics, course content, assessment procedures, and so forth, and evaluate student's perceptions of interaction in the two delivery modes. It asked questions about whether varied types of interaction make a difference in a student's performance and satisfaction with the course.
Glenn, L.M., Jones, C.G. & Hoyt, J.E. (2003). The Effect of Interaction Levels on Student Performance: A Comparative Analysis of Web-Mediated versus Traditional Delivery. Journal of Interactive Learning Research, 14(3), 285-299. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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Meta-Analysis: The preferred method of choice for the assessment of distance learning quality factors
Mickey Shachar, TUI University
The International Review of Research in Open and Distributed Learning Vol. 9, No. 3 (Oct 21, 2008)
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