The Effects of Three Web-Based Delivery Models on Undergraduate College Student Achievement

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Ahern, T.C. & Martindale, T. (2001). The Effects of Three Web-Based Delivery Models on Undergraduate College Student Achievement. International Journal of Educational Telecommunications, 7(4), 379-392. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/9532.

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Journal Information

International Journal of Educational Telecommunications
ISSN 1077-9124
Volume 7, Issue 4, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

Authors

Terence C. Ahern, Texas Tech University, United States; Trey Martindale, University of West Florida, United States

Abstract

Web-based instruction (WBI) is becoming much more common with the growth of the Internet and available computer networks (Harasim, Hiltz, Teles, & Turoff, 1995). With the rapid expansion of WBI there is a need to examine its effectiveness. This quasi-experimental study compared three delivery models: direct instruction, concept attainment, and small-group discussion. The study found no significant main effects. However, there was a significant interaction effect between delivery model and prior web experience. This indicates that for some learners, certain delivery models may be more effective for web-based environments.

References

1. Harasim , L . (1990) . Online education: An environment for collaboration
2. Pressley , M . (1995) . Advanced educa t iona l psycho logy for educa tors , researchers , and po l icymakers . New York: Harper Collins .

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