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The Syllabus Re-imagined: From Paper to Website

机译：重新构想的教学大纲：从论文到网站

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This study compared students’ comprehension and use of paper syllabi versus webpage delivered syllabi in a psychology course and an education course in a small private, northeastern college. Two sections of the psychology course (N=41) and two sections of the education course (N=30) were given a paper syllabus at the beginning of the semester followed a few days later by a quiz that tested their knowledge of the content on the syllabus. A third section of the psychology course (N=21) and two additional sections of the education course (N=27) were each given a website syllabus followed a few days later by the same quiz. Results indicated no significant differences between quiz scores on the paper syllabus and the website syllabus for either course. However, a short survey given to the students at the end of the semester yielded interesting results, with students in both groups of the psychology course reporting that they relied on the syllabus less than did the students in the education course. Student responses to open-ended survey items suggest that differences in how the instructors used the course management system as an ancillary support may account for this finding. Because students can get meaningful information from the syllabus regardless of format, faculty can confidently choose to offer a syllabus in a format that best suits the course content and student characteristics.
机译：这项研究在东北一所小型私立大学的心理学课程和教育课程中，比较了学生对纸质教学大纲和网页教学大纲的理解和使用情况。在学期开始时，心理学课程的两个部分（N = 41）和教育课程的两个部分（N = 30）在第一学期开始了纸质课程提纲，几天后又进行了一个测验，测试了他们对课程内容的了解教学大纲。心理学课程的第三部分（N = 21）和教育课程的另外两个部分（N = 27）分别获得了网站教学大纲，几天后又进行了相同的测验。结果表明，对于这两个课程，纸质课程大纲和网站课程大纲中的测验分数没有显着差异。然而，在学期末对学生进行的一项简短调查得出了有趣的结果，两组心理学课程的学生都报告说，他们对课程提纲的依赖程度低于教育课程中的学生。学生对开放式调查项目的回答表明，教师在使用课程管理系统作为辅助支持方式方面的差异可能可以解释这一发现。由于学生可以从教学大纲中获取有意义的信息，而不必考虑格式，因此教师可以自信地选择以最适合课程内容和学生特点的格式提供教学大纲。

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