In order to assess student's perceptions of outcomes of various education media formats, an exploratory investigation was conducted in the context of three different classes. Participants were traditional-age undergraduate students in the following three classes with different combinations of educational media formats: (1) Visual Communication--half of class material online (lecture notes and Power Point presentations), traditional textbook, traditional lectures based on textbook material; (2) Computer Graphic Design--online supplementary materials (illustrated notes, Power Point presentations from class lectures, and Web links to additional material), traditional textbook, no traditional lecture, a coaching/hands-on style of face-to-face teaching; and (3) World Wide Web publishing--all class materials online (tutorials, lecture notes, Power Point presentations, multimedia presentation, use of the Web as a personal slide projector), no textbook. Questionnaires were designed to measure concept learning and reaction to medium of presentation. Results indicated that students perceived strong learning outcomes from online materials and mediated modes of education. Ease of access to online materials was also assessed. Online learning was perceived to be enjoyable, interesting, and productive of desirable pedagogical outcomes such as concept learning and application. Comments from the teaching effectiveness questionnaire and copies of the class surveys are appended. Contains 13 notes. (DLS)
In: Mid-South Instructional Technology Conference Proceedings (2nd, Murfreesboro, TN, April 6-8, 1997); see IR 019 485.
Access to Technology; Concept Acquisition; Presentation Mode; Student Satisfaction