Who Learns More? Achievement Scores following Web-Based versus Classroom Instruction in Psychology Courses

Abstract

This study examined 145 students' course grades and scores on a standardised achievement test (the Area Concentration Achievement Test [ACAT] in Psychology) following completion of web-based, web-enhanced or classroom courses in basic learning. We found that students in web-based courses had lower course grades than those in either classroom-based or web-enhanced courses. Moreover, students in web-based or web-enhanced courses scored lower on the ACAT Human Learning subtest than did students in classroom-based instruction. Thus we found poorer outcomes associated with web-based rather than classroom-based instruction. Perhaps neither standardised tests nor grades capture the strengths of web-based pedagogy. More research is needed to assess learning outcomes across various modes of instruction in order to identify variables that can maximise success of web-based instruction and perhaps also to better capture the strengths of web-based pedagogy.

A comparison between paper‐based and online learning in higher education

“…By contrast, research by Hughes et al (2007) and Maki, Maki, Patterson and Whittaker (2000) showed that web‐based students outperformed students enrolled in a face‐to‐face class. Mottarella, Fritzsche and Parrish (2004), Wang and Newlin (2000), and Waschull (2001); however, found that students enrolled in a web‐based or web‐enhanced class achieved lower grades than those enrolled in a traditional face‐to‐face classroom, even when the GPAs for the three groups were comparable. Mottarella, Fritzsche and Parrish (2004) suggest that their findings may be a result of how learning is measured across these groups (ie by ‘declarative knowledge’) and suggest that other forms of assessment may yield different results.…”

“…Mottarella, Fritzsche and Parrish (2004), Wang and Newlin (2000), and Waschull (2001); however, found that students enrolled in a web‐based or web‐enhanced class achieved lower grades than those enrolled in a traditional face‐to‐face classroom, even when the GPAs for the three groups were comparable. Mottarella, Fritzsche and Parrish (2004) suggest that their findings may be a result of how learning is measured across these groups (ie by ‘declarative knowledge’) and suggest that other forms of assessment may yield different results. Newlin and Wang (2002) similarly call for more rigorous research to investigate web‐based students' outcomes.…”

“…The advantages of online learning are clearly established: for example, web‐based learning can be used to meet the needs of non‐traditional students, leading to more open access to higher education (Mottarella, Fritzsche & Parrish, 2004), and allows more flexibility for learners (Allen & Seaman, 2006). Furthermore, in contrast to some other forms of learning, such as paper‐based learning, online learning is seen as providing more interactivity—in relation to peers, tutors and the course material itself (Li, 2007)—and this interactivity is seen as having impacts on student learning and motivation:…”

Teaching, learning and new technology: a review for teachers

“…Also, there were no significant differences on other measures made (such as multiple-choice questions) for both courses between the groups that had done the homework electronically or conventionally. In other similar studies there are gains for the separate components, but not always (eg, see Mottarella, Fritzsche & Parrish, 2004;Pereira & Murzyn, 2001). Sometimes these gains can be measured in terms of student enrolment and retention as well as by examination results (De Freitas & Roberts, 2003).…”

An evaluation of web enhanced instruction in college level biology courses

“…Ideally, both classes are taught by the same instructor, with identical syllabi and study assignments (eg, King & Hildreth, 2001;Tucker, 2001). Distance learning increased student and instructor satisfaction, and improved student achievements in some such studies (Shachar & Neumann, 2003), but was as effective as classroom teaching in many others (eg, Russell, 1999;Ramage, 2002;Zeiler, 2003;Mottarella et al, 2004). The drawback in the design of these studies is that the quality of instruction may differ between the traditional and the distance learning class, due to the instructor's experience and/or preferences for the two teaching modes.…”