Effectiveness of and Student Satisfaction with Web-based Compared to Traditional Instruction

D.J. Pucel and T.F. Stertz (USA)


On-line instruction, college courses, evaluation, instructionaldesign


There has been continuing debate over the advantages of Web-based Instruction (WBI) as compared with a possible reduction in the quality and effectiveness of instruction. This study examined the student performance and student satisfaction resulting from two equivalent WBI and traditional instruction courses designed for in-service teachers. Student performance measures included class projects, a final test, and final course grades. Student satisfaction addressed dimensions such as instructional quality, materials, feedback, learning assessment techniques and perceptions of WBI. The findings were mixed. Student performance in philosophy course tended to go down when using WBI, while student performance in the methods course tended to go up. Overall student evaluations of the courses tended to go down. However, in all cases except two, all of the performance assessments for students in both versions of the courses were above 90 percent. In all cases except two, student satisfaction measures of both versions the courses were above 5 on a seven point scale. Therefore, this study concluded that adopting WBI versions of the courses did not seriously affect the quality of the instruction.

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