Traditional Versus Internet Instruction
Document Type
Article
Source of Publication
Journal of Teaching in Marriage & Family
Publication Date
1-1-2002
Abstract
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.
DOI Link
ISSN
Publisher
Taylor & Francis
Volume
2
Disciplines
Education
Recommended Citation
Imig, David R. and Bailey, Deborah C., "Traditional Versus Internet Instruction" (2002). All Works. 3762.
https://zuscholars.zu.ac.ae/works/3762
Indexed in Scopus
no
Open Access
no