A comparative study of Web-based distance learning and traditional classroom learning environments in the instruction of multimedia software courses.

摘要

The purpose of this exploratory study was to investigate achievement differences between web-based distance-education and on-campus students in the instruction of Multimedia Software. Four methods of measurement were used and a sample was drawn from a population of the School of Continuing and Professional Studies at New York University. One group of students was enrolled in Dynamic Web Pages with Flash classes taught on campus. A second group of students was enrolled in the same classes taught via World Wide Web. A convenient sampling method was used for the purposes of the study. Forty-eight students enrolled in the on-campus version participated in the study, while forty-seven web-based course learner chose to participate in the study (N = 95).; A multiple-choice objective pretest was administered to determine whether performance differences existed between the two groups prior to new learning. The same instrument was administered as a posttest in order to measure student progress. A survey instrument was also employed which asked for both student demographic data and for student perceptions of the course.; For the pretest instrument, an independent samples t-test was used to determine whether differences in pretest performance existed between the two groups. No statistically significant differences exist in the pretest performance between the two groups. The posttest scores for the two groups were used to examine new learning. No statistically significant differences exist in the posttest performance between the two groups, using an independent samples t-test.; The survey instrument measured whether students in the two groups perceive the course differently. An independent samples t-test was used. The mean score for the on-campus group was slightly higher than that of the distance-education group. Yet the survey scores between the on-campus group and the Internet group are not statistically significant.; A Pearson-product moment correlation coefficient was calculated to determine the relationship between student performance and student perceptions, using posttest scores and survey perceptions. The results indicate that no statistically significant relationship exists between scores and perceptions in either the ‘On Campus’ group or the ‘By Distance’ group.