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Differences between online and traditional instruction methods: Performance and satisfaction in an interior design course.

机译：在线和传统教学方法之间的差异：室内设计课程中的性能和满意度。

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摘要

With increasing enrollment in distance education courses and limited classroom space on university campuses, departments are exploring where technology can better meet program and student needs. This study researched online education for the major of Interior Design using WebCT. The initial required course for interior design majors, primarily freshman college students, was selected for the experiment. Using a quantitative approach, the research measured differences in student performance and satisfaction between two teaching methods. One class was randomly divided between a traditional classroom group and an online group learning the same content using home or lab computers. The researcher designed and instructed a unit on the principles of design for both methods.; A parallel pretest-posttest instrument was developed for performance. It was compared using both t-tests on gain scores and ANCOVA on post-test scores. Students completed a satisfaction survey with evaluation questions, written comments, and learning activity ratings. The Mann-Whitney U test compared group mean satisfaction ratings.; Findings indicated no significant difference in learning gain between online and traditional groups. ANCOVA results were closer to being significant. Descriptive statistics indicated a greater range of test scores and satisfaction ratings within the online group. Findings showed a significant difference in satisfaction between groups, with online less satisfied.; The process for unit development is discussed with student and instructor reactions. WebCT tools were explored to see how they could uniquely support the needs of art-related courses for illustrative material and hand-on activities. The electronic environment was intended to enable distant communication and team interaction. Student comments and ratings showed the majority of online activities were acceptable, but many did not want or participate in written team discussions or final team project analysis.; It was concluded that the online format used was not conducive to large classes and better suited for courses where Internet or text provide the visual content and for upper level students with greater time management and computer skills. WebCT offered a variety of tools to facilitate visual material and cooperative activities. Examples and results from the online unit can be viewed with recommendations to help online teaching in Interior Design.
机译：随着远程教育课程的入学人数增加以及大学校园中教室空间的限制，各系正在探索可以更好地满足计划和学生需求的技术。这项研究使用WebCT研究了室内设计专业的在线教育。实验选择了室内设计专业的主要必修课程，主要是大一新生。该研究采用定量方法，测量了两种教学方法在学生表现和满意度上的差异。一堂课随机分为传统教室小组和在线小组，他们使用家用或实验室计算机学习相同的内容。研究人员设计并指导了两种方法的设计原理单元。开发了一种并行的测试前-测试后仪器以提高性能。使用t检验的增益得分和ANCOVA的测试后得分进行比较。学生通过评估问题，书面评论和学习活动评分来完成满意度调查。 Mann-Whitney U检验比较了小组的平均满意度等级。调查结果表明，在线和传统群体在学习收益上没有显着差异。 ANCOVA结果接近于有意义。描述性统计数据表明在线组中的测试成绩和满意度得分范围更大。结果显示，各组之间的满意度存在显着差异，在线满意度较低。讨论了单元开发的过程，并结合了学生和教师的反应。探索了WebCT工具，以了解它们如何独特地满足与艺术相关的课程对说明性材料和动手活动的需求。电子环境旨在实现远程沟通和团队互动。学生的评论和评分表明，大多数在线活动是可以接受的，但是许多人不希望或不参加书面团队讨论或最终团队项目分析。结论是，使用的在线格式不利于大班授课，并且更适合于Internet或文本提供可视内容的课程以及具有更高时间管理和计算机技能的高年级学生。 WebCT提供了各种工具来促进视觉材料和合作活动。可以查看在线单元的示例和结果，并提供建议以帮助进行室内设计在线教学。

著录项

  • 作者

    Charlson, Julie Kay.;

  • 作者单位

    Colorado State University.;

  • 授予单位 Colorado State University.;
  • 学科 Education Art.; Education Home Economics.; Education Technology.; Education Higher.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 247 p.
  • 总页数 247
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;
  • 关键词

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