ERIC Number: EJ735740
Record Type: Journal
Publication Date: 2006
Pages: 9
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1093-023X
EISSN: N/A
Maximizing Learning from Rehearsal Activity in Web-Based Distance Learning
Wallace, Tary; Grinnell, Lynn; Carey, Lou; Carey, James
Journal of Interactive Learning Research, v17 n3 p319-327 2006
Faculty teaching distance courses continuously seek ways to maximize learning for students. Two practice with feedback strategies were examined in this study for their impact on students' achievement and attitudes in an upper-division university level web-based course. One format contained higher structure and dialog creating lower transactional distance for rehearsals and the other was lower structure and dialog creating higher transactional distance for learners. Forty-five upper division students enrolled in a web-based distance course were blocked by major and randomly assigned to one of two rehearsal treatments: (1) practice tests with correct answers displayed below the tests for comparison or (2) interactive practice tests with computer-generated feedback for correct answers and percentage correct test scores. Results indicate that the students taking interactive quizzes in the lower transactional distance format (computer-generated item feedback and test scores) performed significantly better on the final examination (p = 0.01) and rated the practice and feedback activities as more relevant (p = 0.03) than students who were free to view the questions and answers on their own. (Contains 3 tables.)
Descriptors: Instructional Effectiveness, Academic Achievement, Drills (Practice), Distance Education, Web Based Instruction, Student Attitudes, Computer Assisted Testing, College Students
Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A