Abstract
<p>This study assesses the effectiveness of internet-based distance learning (IBDL) through the VClass live e-education platform. The research examines (1) the effectiveness of IBDL for regular and distance students and (2) the distance students’ experience of VClass in the IBDL course entitled Computer Programming 1. The study employed the common definitions of evaluation to attain useful statistical results. The measurement instruments used were test scores and questionnaires. The sample consisted of 59 first-year undergraduate students, most of whom were studying computer information systems at Rajamangala University of Technology Lanna Chiang Mai in Thailand. The results revealed that distance students engaged in learning behavior only occasionally but that the effectiveness of learning was the same for distance and regular students. Moreover, the provided computer-mediated communications (CMC) (e.g., live chat, email, and discussion board) were sparingly used, primarily by male distance students. Distance students, regular students, the instructor, and the tutor agreed to use a social networking site, Facebook, rather than the provided CMC during the course. The evaluation results produce useful information that is applicable for developing and improving IBDL practices.</p>
Highlights
Distance learning involving communication technology such as internet-based distance learning (IBDL) enables institutions to conduct classes on limited budgets and with limited teaching staff while providing the same education quality to both distance and regular students
An assessment of the effectiveness of IBDL requires an intensive plan to assess the effectiveness of IBDL pedagogy
This study focuses on the instruction process of IBDL in the live mode component of the evaluation process
Summary
Distance learning involving communication technology such as internet-based distance learning (IBDL) enables institutions to conduct classes on limited budgets and with limited teaching staff while providing the same education quality to both distance and regular students. This study assesses the effectiveness of the IBDL pedagogy provided by the VClass e-education platform in live mode via a designed evaluation process and discusses its implementation. Baker (2003) indicated three factors by which distance learning courses differ from traditional in-class courses: 1) a personal interaction factor, which refers to the instructor’s opportunity to provide feedback and direction and to observe learning activities in real time; 2) an interaction factor, which refers to interactions among learners as they share experiences; and 3) a class attendance factor, which refers to learners’ responsibility and motivation to perform the required tasks. Ferguson and Wijekumar (2000), as cited in Baker (2003), suggested a variety of web-based tools for distance learning instructional methods and course design strategies, including course outline posting, course notes, course reference materials, chat rooms, email, online tests, group discussion boards, digital drop boxes, interactive activities, feedback, virtual classrooms, and whiteboarding. Several studies have reported that “students who had the opportunity to interact with each other face-to-face performed better than those lacking that opportunity” (Koch & McAdory, 2012)
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