<p>Student Perceptions of Web-Based Supplemental Instruction</p>

Abstract

Introduction Nearly every university and college in North America now has a Web presence (Saba, 1998). Approximately 70% of U.S. colleges and universities provide undergraduate applications online and nearly 77% provide their course catalogs online (The Campus Computing Project, 1999). The Internet is also changing the way in which education is delivered, and in fact, some predict that the Internet will become the dominant distribution system for distance education and training (Simonson, Smaldino, Albright, & Zvacek, 1999). Many faculty members are expanding their traditional delivery methods (lecture, laboratory, face-to-face discussion) to include educational options ranging from Webbased course supplements to the complete delivery of courses online. There are endless online choices that instructors may consider in this range, from simply posting a syllabus to creating Web-based content to enhance classroom instruction to full online delivery. In 1997-98, nearly 44% of all U.S. higher education institutions offered distance-based courses, an increase of one third since 1994-95, with most of the growth being primarily in Internet delivery (National Center for Education Statistics, 2000). The most recent Campus Computing Project (1999) survey identified that 45% of the 530 participating higher education institutions offered at least one full course online.