Learner analysis and needs assessments are basic elements of all instructional design models and are of concern to those designing distance education courses. Mismatches between students' expectations and actual course features may impact learning. This investigation surveyed 249 geographically dispersed online students for the course features they valued and the course features included in their distance education courses. Results revealed general agreement between course features desired by students and those included in their current courses, however, there were mismatches; particularly concerning the use of instant messaging, team assignments, and creating biography pages. Implications for online course design are presented.
With the expansion of Internet-based instruction, research-based guidelines are needed to support faculty decision making during course design to ensure student success and satisfaction with instruction incorporating new delivery technologies. This investigation consisted of two phases. In Phase One, computer skills and attitudes toward Internet-delivered instruction of geographically dispersed students were assessed and those components of an Internet course considered important based on students' demographics including computer experience, computer skills, and prior Internet-delivered course experience were identified. Results revealed shallow levels of computer skills with significant differences by geographic location. Additionally, while students overall were generally neutral toward Internet-based instruction, those with prior Internet-based experience regarded such instruction more positively. Phase Two of this research concerned the rate of change in students' computer skills and attitudes toward Internet-based instruction over time. Results indicated that within a four-year timeframe, student skills and attitudes remained relatively stable with some positive shifts. Implications and suggestions for Internet course design are presented.The role of Internet-based information and communication technologies continues to expand for both delivery and support of university courses (Hanna
The purpose of this study was to investigate the effects of overview mode and computer experience in a hypertext learning environment. College students read a hypertext unit that included a structured overview, an unstructured overview, or no overview. The study examined the effects of overview mode and computer experience on achievement, attitude and instructional time. Results indicated that participants with high computer experience learned more from the hypertext program than those with low computer experience. Furthermore, participants who received either the structured or unstructured overview spent significantly more time using the hypertext program and had significantly more positive attitudes than participants who did not receive an overview. However, overview mode did not influence achievement. 427
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