Journal Article Summary

Summary: A study to determine student satisfaction with and perception of learning in a web-based college course.
Title: "Students' Satisfaction and Perceived Learning with a Web-Based Course"
Name: Susan Connell
Date: 27 April 2003

Reference: Hong, K., Lai, K., & Holton, D. (2003, January). Students' Satisfaction and Perceived Learning with a Web-Based Course. Journal of International Forum of Educational Technology & Society and IEEE Learning Technology Task Force 6 (1). Retrieved April 18, 2003, from http://ifets.ieee.org/periodical/vol_1_2003/hong.html

Problem: The researchers wanted to compare students' satisfaction and learning outcomes with a web-based university course as compared to a traditional course covering the same subject. They wanted to explore whether these types of classes provide what students expect from their instructors along with the motivation to master the course content.

Context: This study was conducted with a class of 26 graduate students at the Universiti Malaysia Sarawak who were studying for the Master of Science degree in Human Resource Development. In 14 weeks between November 2000 and March 2001, the students completed a web-based course, "Statistics for Social Sciences," primarily on the web and with no face-to-face lectures after an initial introductory session. The researchers gathered data using open-ended interviews and questionnaires completed at the end of the course.

Findings: The questionnaires and interviews revealed that a majority of the students were satisfied with their web-based experience and achieved comparable learning outcomes to students in a traditional classroom. More than two-thirds reviewed the course positively with only three students voicing negative comments. While students were not as strongly positive about group-based learning activities, a significant majority still felt that they had benefited from these interactions. They were especially satisfied with the course facilitators and the problem-based learning material that was the foundation of the course. Overall, the researchers determined that students in the web-based statistics course attained comparable achievement with students in a lecture-based version of the class. As an added benefit, the students appreciated the time flexibility afforded by the web-based course and many also found that their computer skills improved as a result of the variety of course exercises.

Recommendations: Though small, this study provides some validation that web-based learning is effective and desirable for students who are self-motivated and possess the necessary computer skills to take advantage of the course activities. While the paper does not analyze methods to improve group dynamics, it points out the need to explore further ways to improve group interaction in this type of course.

Two flaws in the study make it less valuable than it could have been. The web class used a "problem-based" learning approach with many group-oriented tasks, while the traditional class used lectures and primarily individual activities. In addition, although the researchers compared letter grades of students in the two classes, they did not perform a comparative test of knowledge or skills learned in the respective classes. Because the class structures were different, comparing the results is a bit like the proverbial comparison of apples and oranges.