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THE COMPARATIVE EFFECTIVENESS OF WEB‐BASED AND CLASSROOM INSTRUCTION: A META‐ANALYSIS
Author(s) -
SITZMANN TRACI,
KRAIGER KURT,
STEWART DAVID,
WISHER ROBERT
Publication year - 2006
Publication title -
personnel psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 6.076
H-Index - 142
eISSN - 1744-6570
pISSN - 0031-5826
DOI - 10.1111/j.1744-6570.2006.00049.x
Subject(s) - meta analysis , psychology , web application , mathematics education , computer science , world wide web , medicine
Meta‐analytic techniques were used to examine the effectiveness of Web‐based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web‐based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.