Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses.
We offered introductory psychology on the World-Wide Web (WWW) and evaluated the on-line format relative to the traditional lecture-test format, using a pretest-posttest nonequivalent control group design. Multiple sections of the introductory course were offered each semester; on-line and lecture sections were taught by the same instructor, the same textbook was used, and the same in-class examinations were taken. For on-line sections, mastery quizzes, interactive individual exercises, and weekly laboratory meetings replaced lectures. Increased content knowledge was greater for the students in the Web sections, as was in-class examination performance. Use of the WWW and computers for academic purposes increased more in the on-line sections, and the on-line students showed a greater decrease in computer anxiety. The students in the on-line sections expressed appreciation for course components and the convenience of the course, but the lecture sections received higher ratings on course evaluations than did the on-line sections. Learning and course satisfaction were dissociated in the two course formats.
Maki
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Department of Psychology, Texas Tech University, Lubbock 79409-2051, USA. ruth.maki@ttu.edu
Maki
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Patterson
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Whittaker
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D000704:Analysis of Variance; D001292:Attitude to Computers; D003194:Computer-Assisted Instruction / Q000379:methods*; D003258:Consumer Behavior; D006801:Humans; D020407:Internet; D011584:Psychology / Q000193:education*; D013781:Texas