Evaluation of an online psychology class
Kimberly Kay Taylor, The University of Memphis, United States
The University of Memphis . Awarded
Seventeen volunteer introductory psychology students were randomly assigned to two different classroom formats. One course was a traditional lecture-type class, which met approximately 3 hours a week, while the other course was taught completely over the Internet. Students in both course formats used the same textbook, covered the same chapters, and were administered the same final exam. Online students scored higher than the lecture students on all 4 performance variables (class quizzes, final exam, sample GRE questions, and semester grades). The online section received positive student ratings, although the lecture section received slightly higher ratings. A discussion of the type of student suited for this particular online format is included.
Taylor, K.K. Evaluation of an online psychology class. Ph.D. thesis, The University of Memphis.
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