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Computer‐Assisted Distance Learning, Part II: Examination Performance of Students On and Off Campus
Author(s) -
Davis James L.
Publication year - 1996
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1996.tb00212.x
Subject(s) - significant difference , mathematics education , psychology , distance education , videoconferencing , teleconference , university campus , government (linguistics) , medical education , computer science , multimedia , library science , mathematics , medicine , statistics , linguistics , philosophy
Technical Japanese courses taught to engineering students at the University of Wisconsin‐Madison were offered to professionals at corporations and government laboratories around the United States over a period of nine semesters via audiographic teleconferencing and interactive satellite broadcasts. Examination scores by students from three groups (campus, audiographics, satellite) were analyzed statistically on a semester‐by‐semester basis. In only two of the eight semesters in which a course was offered via audio‐graphics was there a discernible difference (at the 5% level) between the scores of the audiographics students and the scores of the campus students. In one instance the scores of the students on campus were higher; in the other instance the scores of the students at the remote sites were higher. Over the five semesters in which a course was offered via interactive satellite broadcasts there was no semester in which the difference in scores between the satellite group and the campus group was statistically significant (at the 5% level). The results of this study support the assertion that students at remote sites in a well‐planned distance education program can achieve a performance comparable to that of students who receive on‐site instruction.