Measuring difference in knowledge achievement and satisfaction between viewing interactive and linear online learning modules

Date
2014-01-01
Authors
Weldon, Linda
Major Professor
Advisor
Nir Keren
Steven Freeman
Committee Member
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Altmetrics
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Agricultural and Biosystems Engineering
Abstract

The use of online learning to teach academic courses in higher education is increasing

(Allen & Seaman, 2011; Baehr, 2012; Pastore & Carr-Chellman, 2009). The use of online

learning modules can be used to replace face-to-face classroom lecture. Research in the field

of e-learning and adult learners supports the use of interactive e-learning to aid in

engagement of learner and with knowledge retention (Bozarth, 2008; Clark, 2008, 2010;

Clark & Lyons, 2011; Clark & Mayer, 2008; Duarte, 2008). However, the production of

online learning modules that meet the criteria of e-learning is time consuming and expensive

(Chapman, 2010). This study explored the effect of level of interaction with learning

modules on student performance and on student satisfaction by comparing the knowledge

achievement (measured by quiz and exam scores) and satisfaction (measured by student

responses to satisfaction survey) of 34 students enrolled in an online academic course after

viewing a series of two styles of learning modules (linear or interactive). Six chapters of

material were presented throughout the duration of the data collection period.

The results of this study indicate viewing interactive learning modules did not

increase knowledge achievement. The effect of interaction on satisfaction could not be

determined due to insufficient data. Recommendation for future research include addressing

study limitations (sample size, validation of satisfaction survey, equivalence of assessment

materials, and duplication of textbook content in delivered through the learning modules).

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