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

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dc.contributor.advisor Nir Keren
dc.contributor.advisor Steven Freeman
dc.contributor.author Weldon, Linda
dc.contributor.department Agricultural and Biosystems Engineering
dc.date 2018-08-11T20:39:35.000
dc.date.accessioned 2020-06-30T02:51:33Z
dc.date.available 2020-06-30T02:51:33Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 2014
dc.date.embargo 2001-01-01
dc.date.issued 2014-01-01
dc.description.abstract <p>The use of online learning to teach academic courses in higher education is increasing</p> <p>(Allen & Seaman, 2011; Baehr, 2012; Pastore & Carr-Chellman, 2009). The use of online</p> <p>learning modules can be used to replace face-to-face classroom lecture. Research in the field</p> <p>of e-learning and adult learners supports the use of interactive e-learning to aid in</p> <p>engagement of learner and with knowledge retention (Bozarth, 2008; Clark, 2008, 2010;</p> <p>Clark & Lyons, 2011; Clark & Mayer, 2008; Duarte, 2008). However, the production of</p> <p>online learning modules that meet the criteria of e-learning is time consuming and expensive</p> <p>(Chapman, 2010). This study explored the effect of level of interaction with learning</p> <p>modules on student performance and on student satisfaction by comparing the knowledge</p> <p>achievement (measured by quiz and exam scores) and satisfaction (measured by student</p> <p>responses to satisfaction survey) of 34 students enrolled in an online academic course after</p> <p>viewing a series of two styles of learning modules (linear or interactive). Six chapters of</p> <p>material were presented throughout the duration of the data collection period.</p> <p>The results of this study indicate viewing interactive learning modules did not</p> <p>increase knowledge achievement. The effect of interaction on satisfaction could not be</p> <p>determined due to insufficient data. Recommendation for future research include addressing</p> <p>study limitations (sample size, validation of satisfaction survey, equivalence of assessment</p> <p>materials, and duplication of textbook content in delivered through the learning modules).</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/13699/
dc.identifier.articleid 4706
dc.identifier.contextkey 5777393
dc.identifier.doi https://doi.org/10.31274/etd-180810-1416
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/13699
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/27886
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/13699/Weldon_iastate_0097M_14105.pdf|||Fri Jan 14 19:58:38 UTC 2022
dc.subject.disciplines Higher Education Administration
dc.subject.disciplines Higher Education and Teaching
dc.subject.keywords Higher Education
dc.subject.keywords Industrial Hygiene
dc.subject.keywords Instructional Design
dc.subject.keywords Online Learning
dc.subject.keywords Student Achievement
dc.subject.keywords Student Satisfaction
dc.title Measuring difference in knowledge achievement and satisfaction between viewing interactive and linear online learning modules
dc.type article
dc.type.genre thesis
dspace.entity.type Publication
relation.isOrgUnitOfPublication 8eb24241-0d92-4baf-ae75-08f716d30801
thesis.degree.level thesis
thesis.degree.name Master of Science
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