Students’ Perceptions of Academic Motivation, Interactive Participation, and Selected Pedagogical and Structural Factors in Web-Based Distance Learning
Digital Object Identifier (DOI)
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.
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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.