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Learning without lectures: a case study

机译：无课学习：案例研究

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During a 1995-1996 sabbatical, the authors' long-standing concern about discrepancies between their teaching philosophies and classroom practices reached a crisis. As a result, they decided to offer the fall 1996 Introduction to Psychology course on the World Wide Web. There were several issues to think about. First, the authors saw the potential for a huge impact, since 80 to 85 percent of North Dakota State University students enrol in Psych110, most within their first two years. Second, they decided to design the course so that it could be offered for off-campus distance learning as well as on-campus resident instruction. Third, they decided to minimize overhead for students by using only a Web browser, e-mail, a textbook, and the textbook publisher's demonstration/simulation software. Fourth, they chose to base decisions about course components on published literature covering cognition and teaching. Finally, they built in mid term and final student course evaluation components and a field experiment comparing student attitudes and learning outcome for online versus lecture classes.
机译：在1995年至1996年的放假期间，作者长期以来对其教学理念和课堂实践之间差异的担忧引起了危机。结果，他们决定在万维网上开设1996年秋季的心理学概论课程。有几个问题要考虑。首先，作者发现了产生巨大影响的潜力，因为北达科他州立大学的80％至85％的学生都在Psych110上就读，大部分时间是在头两年内。其次，他们决定设计课程，以便将其提供给校园外远程学习以及校园内居民指导。第三，他们决定通过仅使用Web浏览器，电子邮件，教科书和教科书出版商的演示/模拟软件来最大程度地减少学生的开销。第四，他们选择基于有关认知和教学的已发表文献对课程内容做出决策。最后，他们建立了期中和期末学生课程评估组件，并进行了现场实验，比较了在线课程和讲座课程的学生态度和学习成果。

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