A comparison of student performance in traditional and Web-based prerequisite classes in a hybrid program.

摘要

The primary goal of this mixed methodology study was to determine how effective web-based prerequisite courses are in preparing health students for advanced courses taught in the traditional face-to-face classroom. In addition to student grades in the prerequisite and advanced courses, student characteristics (gender, age, and technical skills) were studied to determine their relationship to success in the prerequisite web-based class. A secondary goal was to compile qualitative data concerning the students' attitudes and concerns about the web-based experience.; Data for the study was collected from a variety of sources. Grades were taken from course rosters for each semester from summer 2000 through fall 2003. Student demographic information was pulled from enrollment documents, and technology skills were assessed via a Technical Skills Survey given to incoming distance students. Finally, a series of focus groups were held to gather information on student perspectives and attitudes concerning a hybrid program.; In the quantitative portion of the analysis, it was determined that there was little difference between the performance of students who took web-based prerequisites classes and students who took face-to-face prerequisites classes. This was true of student performance in both the prerequisite and face-to-face advanced courses. Neither age nor gender was shown to have an impact on student success in the web-based class; however, strong technical skills were linked to student success.; Data from the focus groups provided information on student perceptions about the instructor, the value of interaction within the class, assessments, and institutional support. In general, students believed that the instructor and interaction with the instructor were the keys to a successful class. The students felt that the instructor needed to be knowledgeable about course content and technology, needed to be responsive to student questions, should provide constructive and timely feedback on assignments, and should make an effort to connect with the students on a personal level. Student satisfaction with the web-based courses was not necessarily linked to types of assessment, course design, or interaction with other students.