Ein Erfahrungsbericht, der die Vor- und Nachteile von internetbasiertem Lernen aufzeigt. Der vollstaendige Artikel ist mit Literaturhinweisen unter der angegebenen Adresse einsehbar.
Abstract
This study examined pre-test and post-test scores, homework grades, research paper grades, final exam scores,
final course grades, learning styles, and ages of distance education and traditional students enrolled in a business
communications class to determine if distance education is better, worse, or as good as traditional education.
Significant differences were found for post-test scores, final exam scores, and age. There were no significant
differences in pre-test scores, homework grades, research paper grades, and final course grades. Both groups
preferred clearly organized coursework and performing at an above-average level--ranking in the top 25 to 33%
of their class. Recommendations for research include investigating student social interaction and increasing the
number of classes studied to compare results.
Introduction
Distance education is becoming a more vital part of the higher education family. Just about every major American
university offers these courses. Distance education reaches a broader student audience, better addresses student
needs, saves money, and more importantly uses the principles of modern learning pedagogy (Fitzpatrick, 2001).
Public as well as political interest in distance education is especially high in geographic regions where the student
population is widely distributed (Sherry, 1996). In fact, public policy leaders, in some states, are recommending
the use of distance education as opposed to traditional learning.
As distance education increasingly becomes a vital part of higher education, one must ask, if distance education is
in fact better, worse, or as good as traditional education? A vehement argument is being waged, pitting distance
education against traditional face-to-face education. Some argue that distance education is viewed as being
different from other forms of education. Many educational-technologists view it as being linked to technology
(Garrison, 1987), an aspect that may play a role in course development and acceptance problems (Jeffries,
1996). According to Fox (1998), what is in dispute is not whether distance education is ideal, but whether it is
good enough to merit a university degree, and whether it is better than receiving no education at all. He alludes to
an argument that states students learn far too little when the teacher’s personal presence is not available because
the student has more to learn from the teacher than the texts. Thus, in order for the student to be taught well, does
the teacher have to be personally present?
Many advocates of distance education are ardent about their venue and very critical of traditional education.
These online education devotees view traditional classes as being unchangeable, inflexible, teacher-centered, and
static (Fitzpatrick 2001). However, proponents argue that many simply would not be able to get a degree without
distance education—the full-time police officer, the mother of four, or the individual living in a rural area
approximately 100-200 miles away from any educational institution. Many individuals desperately need distance
education courses because they "have jobs, families, civic responsibilities. They are thirsting. But some want us to
say, 'Sorry you don’t want to drink the water there, but we can’t bottle our fresh spring water, so you’ll have to
come here or drink nothing" (Fox, 1998, p. 5). Proponents contend that distance education is "as good as"
traditional education. In other words, learning occurs as much in distance education as it does in traditional
education. However, is this really so? Does distance education work better for some students as opposed to
others? Does student assessment in distance education differ from that in the traditional classroom (Phipps and
Merisotis, 1999)?
Opponents of distance education may agree that it is possible for some learning to occur through this medium, but
that isn’t enough. They stress focusing on the fullness of learning.
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