Evaluating the Learning Effectiveness of Using Web-Based Instruction: An Individual Differences Approach

Evaluating the Learning Effectiveness of Using Web-Based Instruction: An Individual Differences Approach

Sherry Y. Chen (Brunel University, UK)
DOI: 10.4018/978-1-59904-949-6.ch156
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Abstract

The use of Web-based instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-based instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-based instructional program. The implications of these findings are discussed.

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