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E-LEARNING AND E-PEDAGOGY: HOW DO WE KNOW IT WORKS?

机译：电子学习和电子教学：我们如何知道它的工作原理？

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摘要

In response to market pressures and budgetary constraints, e-pedagogy is becoming more widely accepted as an important instructional model in higher education. As more institutions of higher learning offer online courses, the focus on e-learning increases, as do concerns about how to measure e-learning. This paper reports on the results of two mixed-methods studies conducted at Robert Morris University, the first in 2006 and the second in 2007. Both studies compared instructional formats with regard to student learning and student satisfaction using the same course taught both online and in the classroom. Instructional components were the same except for the format. In each study, the same professor taught the same course, using the same textbook, syllabus and assessments. The first study found no statistically significant differences between the two modes of instruction in either student learning or student satisfaction with the learning experience. Online delivery compared favorably with classroom delivery. However, the second study did find statistically significant differences in two elements of student satisfaction: 1) with the instructor and, 2) with the course structure. In both cases, online instruction compared less favorably to classroom instruction. Yet, in both studies, learning was greater in the online format.
机译：为了应对市场压力和预算限制，电子教学法已被广泛接受为高等教育中的重要教学模式。随着越来越多的高等院校提供在线课程，对电子学习的关注也日益增加，对如何衡量电子学习的关注也在增加。本文报告了罗伯特·莫里斯大学（Robert Morris University）进行的两项混合方法研究的结果，第一次是2006年，第二次是2007年。这两项研究都比较了使用在线和在线授课的同一门课程在学生学习和学生满意度方面的教学形式。教室。教学内容除格式外均相同。在每项研究中，同一位教授使用相同的教科书，课程提纲和评估内容教授相同的课程。第一项研究发现，两种教学模式在学生学习或学生对学习经历的满意度上没有统计学上的显着差异。在线交付比课堂交付要好。但是，第二项研究确实发现学生满意度的两个要素在统计学上存在显着差异：1）与导师，以及2）与课程结构。在这两种情况下，在线教学都不如课堂教学好。但是，在两项研究中，在线形式的学习都更大。

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