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The Effects of Three Web-Based Delivery Models on Undergraduate College Student Achievement
Article

, Texas Tech University, United States ; , 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

Abstract

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.

Citation

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 February 17, 2019 from .

Keywords

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References

  1. Harasim, L. (1990). Online education: An environment for collaboration
  2. Pressley, M. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: Harper Collins.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. 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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.