Effect of Student Attitude to Course Format on Learning Performance: An Empirical Study in Web vs. Lecture Instruction

By Sankaran, Siva R.; Sankaran, Dalila et al. | Journal of Instructional Psychology, March 2000 | Go to article overview

Effect of Student Attitude to Course Format on Learning Performance: An Empirical Study in Web vs. Lecture Instruction


Sankaran, Siva R., Sankaran, Dalila, Bui, Tung X., Journal of Instructional Psychology


This study investigates student attitudes about Web vs. lecture formats and how they affect learning outcome. Differences in attitudes to formats among various ethnic groups and ESL students are also examined. Attitudes toward Web along with learning strategies were measured using a survey and learning performance by test scores. Findings suggest that students tend to enroll in the format according to their attitude and learning strategies. When they don't, learning outcomes are adversely affected. There were no statistical differences in attitude to Web due to ethnicity. ESL students who were recent immigrants preferred the Web format. The conclusion is that matching course formats with students' attitudes and learning strategies enhance learning performance.

Today the widespread availability and versatility of the Internet offer an exceptional opportunity to provide education anywhere, anytime at overall costs far below those of early distance education and traditional instruction modes. While correspondence studies, radio, television and video-conferencing were alternative formats to distance education courses during the last three decades, the Internet is taking the center stage today as the preferred format (Sopova, 1996; Porter, 1997). It is becoming increasingly important to study how the Web courses affect the overall learning outcome, as compared to traditional lecture methods. Administrators who propose that students learn equally in any format unintentionally employ the agricultural-botany paradigm that all students respond to a course as consistently as plants react to fertilizers (Willis, 1994). In real life, even when course format and content are the same, individual students learn differently. One reason for this outcome can be attributed to differences in background variables such as attitude to the course format, learning strategies, ethnicity and English as Second Language (Billings, 1989; Hoeksema, 1995; Ede et al., 1998; Rong and Preissle, 1998).

Objective

The objective of this paper is to examine how students differ in their preferences towards course formats. The two formats used in this study are Web and lecture. Further, the study also investigates how student attitudes towards these course formats affect their learning performance. The relationship between attitude to course format and the student's learning strategy is also studied. Finally, differences in attitudes to Web among various ethnic groups and ESL students are examined. The results have implications to both educators and administrators. It can help educators in designing courses that fit the individual's background, attitudes and learning methods they employ. Administrators can allocate resources and schedule courses in formats that maximize learning outcomes.

Literature Review

During the evolution of the distance education technologies, several areas have been researched. The major ones related to this study are, i) attitude, ii) learning strategies, and iii) ethnicity.

Attitude

In a study on students' attitude to distance learning, Wilson (1990) found that students were initially skeptical about the effectiveness of television as delivery format. However, in the end they were willing to try out additional courses in the distance learning method. An unintended positive outcome of the satellite course was that the students felt they had gained a greater sense of personal responsibility and higher self-confidence as a result of the distance education experience.

Gee (1990) explored the impact of student's attitude to instructional settings on academic achievement. Learning outcome was found to be positively affected by student preferences to course formats. In a study involving graduate students, Smith and McNelis (1993) found that students with negative feelings towards distance education received lower grades. These students found the technology to be distracting in the beginning of the course. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Effect of Student Attitude to Course Format on Learning Performance: An Empirical Study in Web vs. Lecture Instruction
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.