Students’ Perceptions of Academic Motivation, Interactive Participation, and Selected Pedagogical and Structural Factors in Web-Based Distance Learning
Document Type
Article
Publication Date
Winter 2002
Digital Object Identifier (DOI)
https://doi.org/10.2307/40323983
Abstract
The faculty in the School of Library and Information Science at the University of South Florida (USF) have offered web-based distance courses for four years. In that time period credit hour productivity from web-based courses has grown to almost 30% of the school's total productivity. Faculty questions about the comparability of distance and face-to-face coursework prompted a survey of students in seven web-based classes. Participants reported that web-based, distance learning was a satisfying experience, perceived as equivalent or, in many regards, superior to comparable face-to-face classroom experiences. Results of the survey affirm the role and value of distance courses in students' master's degree programs.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
JELIS, the Journal of Education for Library and Information Science, v. 43, no. 1, p. 6-15
Scholar Commons Citation
Carey, James and Gregory, Vicki L., "Students’ Perceptions of Academic Motivation, Interactive Participation, and Selected Pedagogical and Structural Factors in Web-Based Distance Learning" (2002). School of Information Faculty Publications. 515.
https://digitalcommons.usf.edu/si_facpub/515
