The effects of traditional and Web-based instruction on college students' stress responses
Camille Ann Frey, University of Louisville, United States
University of Louisville . Awarded
This two-part study investigated the effects of web-based and traditional instruction for stress management on college students' stress responses. Students from one Midwestern University participated in either a traditional learning instructor-led lecture course or a Web-based learning instructor-assisted course. Peripheral skin temperature, Hassles Scales (HS), Profile of Mood States (POMS) along with the Computer Hassle Scale, measured the pre-post physiological stress responses and self-reported stress levels. Computer experience was associated with the stress response for students using web-based instruction.
Part Two of this study used students from a second Midwestern University and determined the efficacy of web-based instruction versus that of a condensed version lecture series of a five-week stress management course when incorporated into the curriculum of a traditional health education course. The same self-report and physiological instruments measured stress responses. After controlling for student computer expertise, students in the web-based course had a significant reduction in Anger/Hostility and Confusion/Bewilderment POMS scales.
Students in both web and traditional learning venues were superior to the control group in all measures but finger temperature. Discussions include integrating stress management information into web-based delivery. Problems with and student access to technology are included.
Frey, C.A. The effects of traditional and Web-based instruction on college students' stress responses. Ph.D. thesis, University of Louisville.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com