Web-based Class Research Articles

Does the medium matter?: A comparison of a Web-based tutorial with face-to-face library instruction on education students' self-efficacy levels and learning outcomes

This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again 6 weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction.

The Web-based community college student: An examination of factors that lead to success and risk

The author reports a quasi-replication of Osborn [Osborn, V.I. (2000). Identifying at-risk students: An assessment instrument for distributed learning courses in higher education. Unpublished doctoral dissertation, University of North Texas]. Factor analysis produced seven factors that were combined with seven background variables for further analysis. Discriminant function analysis was used to analyze the influence of 14 variables on the dependent variable successful completion of Web-based classes at the community college level. Results of the quantitative analysis suggest that grade point average (GPA), study environment, age, time since last college class, and background preparation were significant discriminating factors. Using qualitative analysis, 22 randomly selected students who dropped their Web-based course were interviewed about their reasons for dropping the course. The reason given most often for dropout was that the student could not obtain, access, or install all the required learning materials in a timely manner and that they dropped the course while they still had a chance to do so.

Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model

With the growing reliance on computerized systems and increasing rapidity of the introduction of new technologies, user acceptance of technology continues to be an important issue. Drawing upon recent findings in information systems, human computer interaction, and social psychology, the present research extends the technology acceptance model by incorporating the motivation variables of self-efficacy, enjoyment, and learning goal orientation in order to predict the use of Web-based information systems. One hundred nine subjects participated in the study, which was conducted in a field setting with the Blackboard system, a Web-based class management system. A survey was administered after a 2-week trial period and the actual use of the system was recorded by the Blackboard system over 8 weeks. The results largely support the proposed model, highlighting the important roles of self-efficacy, enjoyment, and learning goal orientation in determining the actual use of the system. Practical implications of the results are provided.

The SIVA Demonstration Gallery for signal, image, and video processing education

The techniques of digital signal processing (DSP) and digital image processing (DIP) have found a myriad of applications in diverse fields of scientific, commercial, and technical endeavor. DSP and DIP education needs to cater to a wide spectrum of people from different educational backgrounds. This paper describes tools and techniques that facilitate a gentle introduction to fascinating concepts in signal and image processing. Novel LabVIEW- and MATLAB-based demonstrations are presented, which, when supplemented with Web-based class lectures, help to illustrate the power and beauty of signal and image-processing algorithms. Equipped with informative visualizations and a user-friendly interface, these modules are currently being used effectively in a classroom environment for teaching DSP and DIP at the University of Texas at Austin (UT-Austin). Most demonstrations use audio and image signals to give students a flavor of real-world applications of signal and image processing. This paper is also intended to provide a library of more than 50 visualization modules that accentuate the intuitive aspects of DSP algorithms as a free didactic tool to the broad signal and image-processing community.

Teaching on-Line versus Face-to-Face

This study investigates and describes the current instructor experience of teaching college courses over the Web (versus in face-to-face formats) in terms of the teaching strategies, social issues, and emergent issues such as media effects. We interviewed 22 college instructors who had taught in both formats. Four of the interviews were made by telephone and eighteen by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for on-line classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors and deeper thinking manifested in discussions, initial feelings of anonymity giving way later to emerging on-line identities. Authors propose a model with two competing systems, isolation effects versus community effects.

Watch for the Little Red Light

SummaryHigher education has started using broadcast and video conferencing technology as well as Web-based software specifically designed for teaching classes online. Librarians can participate in classes and deliver “bibliographic instruction” presentations as part of the class. But how similar the presentation may be to the traditional in-person class varies depending on the technology employed. This paper describes the principle differences between bibliographic instruction in a closed circuit broadcast, ISDN videoconference, Web-based class and traditional in-person class visits.

Gender differences in collaborative Web searching behavior: an elementary school study

This paper reports the results of an empirical study into gender differences in collaborative Web searching, conducted in a grade-six classroom of a Canadian elementary school. Searches undertaken by 16 same-sex groups of two or three students (six of boys, ten of girls) for information to support a class assignment were captured on videotape. The multiple search sessions took place over several weeks. An analysis of the search sessions reveals that the groups of boys formulated queries comprising fewer keywords than the groups of girls, the boys spent less time on individual pages than the girls, the boys clicked more hypertext links per minute than the girls, and in general were more active while online. The study overall demonstrates academic, affective and behavior differences between grade-six boys and girls working in same-sex groups on a Web-based class project.

Students' Perceptions of Academic Motivation, Interactive Participation, and Selected Pedagogical and Structural Factors in Web-Based Distance Learning

The faculty in the School of Library and Information Science at the University of South Florida (USF) have offered web-based distance courses for four years. In that time period credit hour productivity from web-based courses has grown to almost 30% of the school's total productivity. Faculty questions about the comparability of distance and face-to-face coursework prompted a survey of students in seven web-based classes. Participants reported that web-based, distance learning was a satisfying experience, perceived as equivalent or, in many regards, superior to comparable face-to-face classroom experiences. Results of the survey affirm the role and value of distance courses in students' master's degree programs.

Web-Based Instruction in Sport Management

Web-based courses are being adopted by academics in higher education, including by sport management instructors. While this adoption has progressed rapidly, there is a definite paucity of research on the effectiveness of Web-based instruction in the discipline of sport management. The purpose of the present study was to describe an online course in sport management that was delivered in the spring semester of 2001. Comparisons are made with another section of the same class that was taught using the conventional lecture format. Mixed methods, including a questionnaire, student assessments, and an instructor's log were used to report the findings of this particular research endeavour. Research conducted by Bennett, Henson, and Connaughton (2001) served as a framework for this particular inquiry. Bennett et al. (2001) surveyed one Web-based class and found participants were extremely pleased with their Web-based learning experience. Results from the present study indicated both similar outcomes and additional findings regarding student learning. For example, these students reported optimal satisfaction with their experience in the Webbased class, including the interaction that they received from the instructor of the class and the convenience of taking a class via the Internet. The results also indicated that these participants compared their experience in the online class quite favourably with their experiences in conventional courses. Additional noteworthy findings focused on student learning in the Web-based environment. When compared with the conventional sport management class, the Web-based students scored equally well on quizzes and examinations. Respondents also reported negative experiences with the Web-based quizzes and the lack of social interaction with class peers.

Motivational Factors, Characteristics, and Computer Skills of MBA Students in Web-Based Courses

Not everyone is necessarily suited for, or is comfortable with, participating in courses offered over the World Wide Web. This recent form of asynchronous distance learning is being implemented or considered by a number of business schools, often with no consideration or knowledge of the market. In this paper, in order to begin a characterization of the market, we investigate the motivations, characteristics, and skills of MBA students who had a choice of regular classroom or Web based classes and chose web-based classes. We find that they are motivated more by convenience and necessity, or the same average age and gender proportions as regular MBA students, predominately technically trained as undergraduates, working in predominately technical fields and possessing average to strong computer skills.

Comparison of Student Outcomes and Preferences in a Traditional vs. World Wide Web-Based Baccalaureate Nursing Research Course

The purpose of this project was to compare student outcomes in an undergraduate research course taught using both World Wide Web-based distance learning technology and traditional pedagogy. Reasons given for enrolling in the traditional classroom section included the perception of increased opportunity for interaction, decreased opportunity to procrastinate, immediate feedback, and more meaningful learning activities. Reasons for selecting the Web group section included cost, convenience, and flexibility. Overall, there was no significant difference in examination scores between the two groups on the three multiple-choice examinations or for the course grades (t = -.96, P = .343). Students who reported that they were self-directed and had the ability to maintain their own pace and avoid procrastination were most suited to Web-based courses. The Web-based classes can help provide opportunities for methods of communication that are not traditionally nurtured in traditional classroom settings. Secondary benefits of the World Wide Web-based course were to increase student confidence with the computer, and introduce them to skills and opportunities they would not have had in the classroom. Additionally, over time and with practice, student's writing skills improved.

Characteristics of students who enroll and succeed in psychology Web-based classes.

This study compared the cognitive-motivational and demographic characteristics of students enrolled in 3 Web-based sections of Psychological Statistics with their counterparts in 3 conventional (face-to-face) sections of this course. No demographic differences were found; however, cyberstudents exhibited a greater external locus of control than conventional students. The authors also investigated whether there were any predictors of student performance in Web courses. Measures of on-line course activity (e.g., homepage hit rate), a high need for cognition, and an internal locus of control were predictive of cyberstudent success. The authors discuss the implications of these results for instructors who are considering the design and implementation of Web-based classes.

Characteristics of students who enroll and succeed in psychology Web-based classes.

Characteristics of students who enroll and succeed in psychology Web-based classes.