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The Effect of Interaction Levels on Student Performance: A Comparative Analysis of Web-Mediated versus Traditional Delivery
Article

, , , 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

Abstract

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.

Citation

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). Retrieved June 16, 2019 from .

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