Student Perceptions of the Effectiveness of Web-based Distance Education
Document Type
Article
Publication Date
2003
Keywords
Distance education, Library studies, Learning methods, Teaching methods, Internet
Digital Object Identifier (DOI)
https://doi.org/10.1108/03074800310504366
Abstract
Web‐based distance education is rapidly vying to become one of the preferred norms for teaching in many library and information science programs, especially in the USA. Within the distance education paradigm, courses taught utilizing the Web may be classified as either totally asynchronous, or synchronous when there are provisions, to a greater or lesser degree, for “real‐time” interaction, such as by means of Internet chat or a limited number of face‐to‐face classes. The results of this study show that, although library and information science students in Web‐based distance education course environments remain generally satisfied with the quality of the instruction and education that they are receiving through courses with significant Web‐based content, it is nevertheless clear that they have generally come to perceive that the quality of their educational experience is significantly improved when there is included within or as an integral part of the course offering some meaningful level of real‐time interaction.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
New Library World, v. 104, no. 10, p. 426-431
Scholar Commons Citation
Gregory, Vicki L., "Student Perceptions of the Effectiveness of Web-based Distance Education" (2003). School of Information Faculty Publications. 507.
https://digitalcommons.usf.edu/si_facpub/507
