The Effects of Three Web-Based Delivery Models on Undergraduate College Student Achievement
Terence C. Ahern, Texas Tech University, United States ; Trey Martindale, University of West Florida, United States
IJET Volume 7, Number 4, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Web-based instruction (WBI) is becoming much more common with the growth of the Internet and available computer networks (Harasim, Hiltz, Teles, & Turoff, 1995). With the rapid expansion of WBI there is a need to examine its effectiveness. This quasi-experimental study compared three delivery models: direct instruction, concept attainment, and small-group discussion. The study found no significant main effects. However, there was a significant interaction effect between delivery model and prior web experience. This indicates that for some learners, certain delivery models may be more effective for web-based environments.
Ahern, T.C. & Martindale, T. (2001). The Effects of Three Web-Based Delivery Models on Undergraduate College Student Achievement. International Journal of Educational Telecommunications, 7(4), 379-392. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2023 from https://www.learntechlib.org/primary/p/9532/.
© 2001 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
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- Pressley, M. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: Harper Collins.
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Cited ByView References & Citations Map
Moving Beyond Lecture Notes and Discussions: Instructional Strategies for Online Learning
Susan Colaric, East Carolina University, United States; Laura Hummell, Manteo Middle School, United States; Micheal Stiles, Mitchell Community College, United States; Greg Robison, Pitt Community College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1149–1154
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