期刊
INNOVATIVE HIGHER EDUCATION
卷 29, 期 3, 页码 233-250出版社
SPRINGER
DOI: 10.1007/s10755-005-1938-x
关键词
distance learning; Internet; student satisfaction; statistics instruction; online course development
In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students' final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the no significant difference phenomenon, described in Russell's (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses.
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