Mediators of the effectiveness of online courses

A three-year field study of 17 courses, part of an undergraduate degree in information systems, compared the process and outcomes of three modes of delivery: totally online via asynchronous learning networks, traditional face-to-face courses, and sections using a mix of traditional and online activi...

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Bibliographic Details
Published in:	IEEE transactions on professional communication 2003-12, Vol.46 (4), p.298-312
Main Authors:	BENBUNAN-FICH, R., HILTZ, S.R.
Format:	Article
Language:	eng
Subjects:	Asynchronous transfer mode Collaborative work College students Communities Computational Intelligence Society Computer mediated communication Document delivery Education Educational activities Exact sciences and technology Information and communication sciences Information science Information science. Documentation Information systems Internet Learning Library and information science. General aspects Networks On-line systems Online Online Communities/Technical Collaboration Online instruction Sciences and techniques of general use Strategy Students Studies Use and user studies. Information needs Virtual offices
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Summary:	A three-year field study of 17 courses, part of an undergraduate degree in information systems, compared the process and outcomes of three modes of delivery: totally online via asynchronous learning networks, traditional face-to-face courses, and sections using a mix of traditional and online activities. There were no significant differences in perceived learning by students associated with mode of delivery. Group collaboration and access to professors was perceived to be highest in mixed-mode sections, while convenience was rated highest in the distance sections. For online courses, there was generally a significant relationship between the hypothesized mediators (active participation, motivation, collaboration, access to the professor, and convenience) and perceived learning. Overall, the results of this study show that outcomes of online courses improved when professors structured them to support the growth of a learning community, by being available online to interact with students, and by using collaborative learning strategies.
ISSN:	0361-1434 1558-1500