Title

An Experimental Comparison Of Conventional And Web-Based Instructional Formats

Abstract

In this experiment, college students were randomly assigned to one of three instructional formats presenting the same lecture material: conventional lecture, synchronous web-based, and asynchronous web-based. Subsequent analysis indicated that there were no group differences in the amount of information learned. However, attitudinal measures revealed that students in both web-based conditions were more positive in their reactions to this instructional format when compared to students experiencing the conventional lecture format. This pattern of results is noteworthy in that it represents an experimental analysis relevant to the "no significant difference" phenomenon for web-based instruction. © NAJP.

Publication Date

12-1-2005

Publication Title

North American Journal of Psychology

Volume

7

Issue

2

Number of Pages

327-336

Document Type

Article

Personal Identifier

scopus

Socpus ID

33644624782 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/33644624782

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