The Effect of Interaction Levels on Student Performance: A Comparative Analysis of Web-Mediated vs Traditional Delivery
Lowell M. Glenn, Utah Valley State College, United States
Journal of Interactive Learning Research Volume ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This analysis examines the contrasts between online and traditional delivery methods in terms of the impact on student learning and satisfaction for similar course material. It builds on the work of other researchers who have asked these types of questions for individual courses and relatively small sample sizes. However, this analysis expands the number of courses under review and has drawn a larger sample of students than previous studies. The analysis seeks to control for student and teacher characteristics, course content, assessment procedures, etc., and evaluate student’s perceptions of interaction in the two delivery modes. It asks questions about whether varied types of interaction make a difference in a student’s performance and satisfaction with the course.
Glenn, L.M. (1997). The Effect of Interaction Levels on Student Performance: A Comparative Analysis of Web-Mediated vs Traditional Delivery. Journal of Interactive Learning Research. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).