Traditional Versus Internet Instruction
Source of Publication
Journal of Teaching in Marriage & Family
This study compares student learning outcomes for traditional and Internet classroom contexts for the same course, same instructor. Interpretation of quantitative measures (quiz scores, assignments and overall final point total) suggested no overall difference between course contexts. The evaluation of student papers using qualitative criteria (i.e. critical reasoning and critical reflection) were interpreted to suggest that on-line students evidenced a higher level of critical reflection than did the traditional students. However, it is noted that the majority of all students, traditional and on-line, were clustered at the “problem posing” end of the critical reflection process. Discussed are the critical reasoning criteria, and the implications of Internet instruction and student learning for the family sciences.
Taylor & Francis
Imig, David R. and Bailey, Deborah C., "Traditional Versus Internet Instruction" (2002). All Works. 3762.
Indexed in Scopus