The Effectiveness of Web-Based Instruction: An Initial Inquiry

As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom ins...

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Autores principales:	Tatana Olson, Robert A. Wisher
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2002
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f071c99dc7bf40a09961674351a0bff5
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spelling	oai:doaj.org-article:f071c99dc7bf40a09961674351a0bff52021-12-02T16:59:51ZThe Effectiveness of Web-Based Instruction: An Initial Inquiry10.19173/irrodl.v3i2.1031492-3831https://doaj.org/article/f071c99dc7bf40a09961674351a0bff52002-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/103https://doaj.org/toc/1492-3831 As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI), with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction. Tatana OlsonRobert A. WisherAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 3, Iss 2 (2002)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Tatana Olson Robert A. Wisher The Effectiveness of Web-Based Instruction: An Initial Inquiry
description	As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is “better.” However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI), with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction.
format	article
author	Tatana Olson Robert A. Wisher
author_facet	Tatana Olson Robert A. Wisher
author_sort	Tatana Olson
title	The Effectiveness of Web-Based Instruction: An Initial Inquiry
title_short	The Effectiveness of Web-Based Instruction: An Initial Inquiry
title_full	The Effectiveness of Web-Based Instruction: An Initial Inquiry
title_fullStr	The Effectiveness of Web-Based Instruction: An Initial Inquiry
title_full_unstemmed	The Effectiveness of Web-Based Instruction: An Initial Inquiry
title_sort	effectiveness of web-based instruction: an initial inquiry
publisher	Athabasca University Press
publishDate	2002
url	https://doaj.org/article/f071c99dc7bf40a09961674351a0bff5
work_keys_str_mv	AT tatanaolson theeffectivenessofwebbasedinstructionaninitialinquiry AT robertawisher theeffectivenessofwebbasedinstructionaninitialinquiry AT tatanaolson effectivenessofwebbasedinstructionaninitialinquiry AT robertawisher effectivenessofwebbasedinstructionaninitialinquiry
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The Effectiveness of Web-Based Instruction: An Initial Inquiry

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