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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

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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 August 11, 2024 from .

© 2001 Association for the Advancement of Computing in Education (AACE)

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  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.

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