Connie Dillon

Comparing Distance Learning and Classroom Learning: Conceptual Considerations

Abstract Comparison studies have been widely criticized as offering little conceptually to the field of distance learning. However, these studies can serve an important role in advancing our understanding of the phenomenon of distance education. The problem with comparison studies lies not in the “comparison,” but with the media/method confound. This article proposes a schema system based on media attribute theory that can be used to classify both media and delivery systems based on research related to learning and motivation. It is important that comparative studies explain more than just which technologies were used; they must also explain why and how the media and delivery systems were used to support learning and motivation.

Distance Education: Learning Outcomes, Interaction, and Attitudes.

This study examines the impact of telecommunications media upon learning outcomes designed on level of learning and instructional strategy. Course objectives were identified by type of learning using a model based upon Gagne and Briggs. A nonequivalent control group design was used to measure differences in learning outcomes. The data gathering techniques include content analyses of written exams, observations, interviews, an analysis of interactions, and examination of student attitudes using a questionnaire. Analysis of covariance measured differences between sites, controlling for entering knowledge as measured by the pretext. These analyses showed no significant differences on six of the evaluations.

Distributive Learning in Introductory Chemical Engineering: University Students' Learning, Motivation, and Attitudes Using a CD-ROM

This article reports a study in which student performance and approaches to study ina CD-ROM version of a chemical engineering course were examined. The study consists of three phases. The purpose of phase 1 was to evaluate of the efficacy of CD-ROM for this content and student population. Therefore, we compared the performance of students who participated in a traditional classroom offering with those who participated in the CD-ROM version. The results supported the soundness of the CD-ROM based instruction. In phase 2, we interviewed students who were successful and less successful in the course to examine any differences in the strategies they used for learning the content. Differences consistent with a surface versus deep approach to studying were found. Prior to the third phase, the CD-ROM and approaches to learning instrument were modified and then a new group of students was examined to determine the factors that contribute to success in the CD-ROM version. Results showed that deep cognitive engagement and motivation, defined in terms of goals and self-efficacy, were significant predictors of success uses two indices of course performance. The results suggest that although technology provides opportunities for learners to learn in increasingly independent environments, educators need to prepare students to learn independently using newer electronic technologies.

Evaluation research in distance education

Although research supports the use of telecommunications in distance education, the more important question ‘how best to use telecommunications in a given situation’ has largely eluded researchers. This is due to the failure to link questions generated by the problems of practice with the theoretical constructs contributing to the understanding of the phenomena of distance education. The debate has occurred on two levels, the first relating to research design issues and the second to the conceptualisation of researchable questions. The authors address both levels from the vantage point of third generation telecommunications technologies. They offer a model for linking research and evaluation in distance education.

Lectrons or lectures - which is the best for whom?

The immediate goal of this study was to compare a section of 27 students learning by a CD-ROM-Web-self-paced method against a section of 52 students learning by the traditional lecture method. Statistical results are presented comparing achievement of learning objectives, motivation, learning styles, and student characteristics. The experimental students demonstrated strong self-paced learning attributes. Students electing the experimental section had a need for freedom in learning. There was no preference in learning styles between the two groups for the data that was statistically reliable (sensing, active and sequential styles). The experimental class was identically successful in achieving the learning objectives as the traditional class.