Assessment of web-based courses: a discussion and analysis of learners individual difference and teaching-learning process

Download

119449.pdf

Date

2002

Author

Gülbahar, Yasemin

Metadata

Show full item record

Item Usage Stats

220
views

0
downloads

This study examined the role of individual differences and the quality of the teaching-learning process on learning outcomes in a web-based instructional environment, and explored the implications of these variables on the design, delivery and evaluation stages of web-based instruction. The subjects of this study were the students of two web-supported traditional courses, being one undergraduate and the other graduate, offered by the Computer Education and Instructional Technologies Department of METU. Forthy- three undergraduate and 9 graduate students participated in this study. inThis study employed both qualitative and quantitative measures in order to develop an explanatory model clarifying the various effects of different variables on the students' academic performance. The variables considered in this study were entry characteristics, learning styles, instructional and communicational preferences, the quality of teaching-learning process and students' perceptions on various topics. One of the major findings of this study was the need for providing different formats of materials and different sources of information in order to enrich the content within the web site. Another important finding was the importance of providing sufficient guidance for using both web-based environment and communication tools since this guidance has a direct effect on learning outcomes. The findings of this study showed that each learner have different characteristics and preferences in their way to learn. When instructors provide rich media and material sources, individual differences does not cause differences on learning outcomes

Subject Keywords

Computer-assisted instruction, Programmed instruction, Individual differences, Educational technology

URI

https://hdl.handle.net/11511/13008

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

DESIGN, DEVELOPMENT AND IMPLEMENTATION OF A QUESTION-ANSWER BASED INSTRUCTIONAL DESIGN THEORY Ataş, Amine Hatun; Yıldırım, Zahide (2017-11-18) The purpose of this study is to document design, development, and implementation of a question-answer based instructional design theory. Sigel and Saunders (1977) state that many studies report the benefits of asking questions and being asked questions as enhancing students' thinking and reflects students' thinking process. The impact of asking question or being asked questions are inevitably influential on learning. As students experience quality questions and questioning, their awareness of learning arise...
A Proposal of an instructional design model for gamified learning environments: Geld model Aldemir, Tuğçe; Kaplan Akıllı, Göknur; Yükseltürk, Erman; Department of Computer Education and Instructional Technology (2015) This study is an attempt to develop an instructional design model for gamified learning environments. It is hoped that the model developed in this study could be used as a guide in designing a gamified instructional environment. The main contention of the study is that combining the methods of the traditional teaching with the methods made possible by the computer age would open up new possibilities to enhance the motivations of learners. Technological changes since the last decade of the 20th century has g...
Evaluating learning management systems: Adoption of hexagonal e-learning assessment model in higher education Özkan Yıldırım, Sevgi; Baykal, Nazife (2009-05-29) Purpose – The purpose of this paper is to demonstrate the importance of undertaking a systemic view of learning management systems (LMSs) evaluation addressing the conceptualization and measurement of e-learning systems success in higher education. Design/methodology/approach – The paper adopts a quantitative case perspective and derives a conceptual model for e-learning assessment (Hexagonal e-learning assessment model – HELAM). The model is empirically tested for validity and reliability in the university...
Comparison of hypermedia learning and traditional instruction on knowledge acquisition and retention Yıldırım, Zahide; Aksu, M (2001-03-01) A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Postte...
Multi-dimensional evaluation of E-learning systems in the higher education context: An empirical investigation of a computer literacy course Özkan Yıldırım, Sevgi (2009-12-01) Research addressing the conceptualization and measurement of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments is receiving attention, and this research study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model), suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) cont...

Citation Formats

Y. Gülbahar, “Assessment of web-based courses: a discussion and analysis of learners individual difference and teaching-learning process,” Ph.D. - Doctoral Program, Middle East Technical University, 2002.