A Comparative Analysis of Learning Experience in A Traditional vs. Virtual Classroom Setting （下）_计算机网络论文.docVIP

A Comparative Analysis of Learning Experience in A Traditional vs. Virtual Classroom Setting （下）_计算机网络论文 A Comparative Analysis of Learning Experience in A Traditional vs. Virtual Classroom Setting （下）_计算机网络论文 Research Design: To create a similar learning environment for both the control (traditional) and experimental (online) groups, similar requirements were instituted. All the materials for the Financial Management course were placed on two different Web sites. The course material for the online group was placed on the WebCt (commercially available courseware) platform. Additionally a separate Web site, containing the same course material as the WebCt site, was created from scratch on the University server. The course requires two proctored tests. Therefore, the online students were compelled to come to campus at specified dates to take those tests with the traditional students. The only difference between the two sites was that the WebCt site allowed asynchronous communication between the students, and the students/instructor, while this feature (online interaction) was not available on the site accessed by the traditional students. For the traditional group most of the interaction was done face-to-face, while the instructional interaction for the online students was all through the asynchronous bulletin board and email. The two groups were required to interact with the course material over the Internet (read or download lecture material, assigned readings, solutions to homework problems, etc.). As a result, the factor of Novelty effect (students working with something different: Internet) was eliminated (Merisotis amp Phipps, 1999). Thus, except for the method of delivery of the subject matter, the two groups were exposed to identical course materials, instruction, and examinations. Data and Research Methodology: Beginning in Spring 1999, a separate section of the Financial Management course was offered online for the first time. A series of questions (Appendi