ERIC Number: ED470542
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Quality in Distance Education. ERIC Digest.
Meyer, Katrina A.
The perception is that most studies on distance education or the use of technology are poorly designed or prone to incomplete analyses. This is true of the simple comparison study, where student outcomes are compared to those of students in a traditional course. Such studies are the basis for the often cited conclusion that there is no significant difference between online and traditional instruction. However, there are some very good studies of distance education. Some are qualitative, some are quantitative, and others are thoughtful or theoretical analyses of what is occurring in online courses. Much of the research on Web-based courses (whether these are comparison studies or case studies) indicates that online students do as well or better and are satisfied with their learning experiences. Ample interaction with material, students, and faculty, and constructivist learning situations enabled by the Web may be the key to this performance. Student learning may also depend on many individual qualities, and these individual differences may make it difficult to promote one approach as good for everyone. (Contains 27 references.) (SLD)
Descriptors: Comparative Analysis, Constructivism (Learning), Distance Education, Educational Technology, Higher Education, Individual Differences, Online Courses, Research Design, Satisfaction, World Wide Web
ERIC Clearinghouse on Higher Education, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.