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ERIC Number: EJ1066803
Record Type: Journal
Publication Date: 2005
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1541-4914
Comparing Learning Style to Performance in On-Line Teaching: Impact of Proctored v. Un-Proctored Testing
Wellman, Gregory S.
Journal of Interactive Online Learning, v4 n1 p20-39 Sum 2005
The purpose of this study was to examine the impact that proctored versus un-proctored testing would have on learning for an on-line content module; and examine the relationship between LASSI variables and learning. A randomized, pre-test/post-test control group design was employed. College students in a pharmacy curriculum, were randomized to two groups utilizing asynchronous, on-line content with a medical terminology module. Group A utilized proctored, on-line testing, while Group B utilized un-proctored on-line testing. Both were given a pre-test and post-test on medical terminology at the beginning and end of a sixteen week semester. The Learning and Study Strategies Inventory was administered to all students. On-line module delivery paired with proctored testing was more effective in promoting learning when compared to online module delivery paired with un-proctored testing. The constructs: anxiety, self-testing, attitude/interest and motivation were significant in predicting learning for proctored students. No significant model emerged for un-proctored students.
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory
Grant or Contract Numbers: N/A