Assessing the Effectiveness of Distance Education versus Traditional On-Campus Education.

Autor/in	Tucker, Shelia Y.
Titel	Assessing the Effectiveness of Distance Education versus Traditional On-Campus Education.
Quelle	(2000), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Business Communication; Business Education; Cognitive Style; Computer Mediated Communication; Distance Education; Educational Media; Educational Technology; Electronic Mail; Facsimile Transmission; Higher Education; Independent Study; Instructional Design; Internet; Media Adaptation; Nontraditional Education; Online Systems; Student Characteristics; Undergraduate Students; Canfield Learning Styles Inventory + Suchen Sie Ihr Suchwort? Unternehmenskommunikation; Wirtschaftserziehung; Wirtschaftspädagogik; Cognitive styles; Kognitiver Stil; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Bildungsmittel; Unterrichtsmedien; Elektronischer Briefkasten; Bildübertragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Lesson concept; Lessonplan; Unterrichtsentwurf; Medienverwendung; Non-traditional education; Alternative Erziehung; Online
Abstract	This study compared the effectiveness of distance education versus on-campus education, as measured by pre- and post-tests, differences in final exam scores and final course grades, age, and preferred learning styles. Learning style preferences were determined by the Canfield Learning Styles Inventory. Participants included 47 undergraduate students enrolled in a business communications course at a North Carolina university; 23 students were enrolled in the traditional on-campus class and 24 students in the distance education class. Both groups had the same instructor and studied the same course content in the same time frame; classes differed in terms of scheduling, accessibility to the instructor, and instructional media and method. The study found no significant differences between pre-test scores and final course grades. However, analysis revealed significant differences in post-test scores, final exam scores, and students' age, with distance education students (who were on average older than traditional students) having higher post-test scores and higher final exam scores. No differences were observed in final course grades. Analysis of learning style preferences found a preference for organization and detail in both groups; the least preferred style for traditional students was independent, and for distance students, the least preferred style was authority. (Contains 16 references.) (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC