Assessing Distance Education Courses and Discipline Differences in Their Effectiveness
Journal of Instructional Psychology Volume 28, Number 1, ISSN 0094-1956
Presents a model that can assess the relative quality of distance education courses by moving the emphasis from student-level data to course-based data. Reports data comparing online and traditional higher education courses covering nine disciplines and explores the usefulness of this framework for identifying discipline-related differences in online and traditional prerequisites for advanced courses. (Author/LRW)
Dominguez, P.S. & Ridley, D.R. (2001). Assessing Distance Education Courses and Discipline Differences in Their Effectiveness. Journal of Instructional Psychology, 28(1), 15-19.
Cited ByView References & Citations Map
Martha Brock, Mississippi University for Women, United States; Linda Cornelious, Mississippi State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 176–180
Aytekin Isman & Fahme Dabaj, Eastern Mediterranean University, Turkey
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 497–502
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