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The Inequivalence of an Online and Classroom Based General Psychology Course

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Bibliographic Details
Title: The Inequivalence of an Online and Classroom Based General Psychology Course
Language: English
Authors: Edmonds, Christopher L.
Source: Journal of Instructional Psychology. Mar 2006 33(1):15-19.
Availability: Project Innovation, Inc. Journal of Instructional Psychology, P.O. Box 8826 Spring Hill Station, Mobile, AL 36689. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html.
Peer Reviewed: Y
Page Count: 5
Publication Date: 2006
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Psychology, Online Courses, Lecture Method, Grade Point Average, Aptitude Tests, Comparative Analysis, Scores, College Students
Assessment and Survey Identifiers: SAT (College Admission Test)
ISSN: 0094-1956
Abstract: One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture course fared significantly better than the online course students. These results are contradictory to prior investigations of online and classroom based courses.
Abstractor: Author
Number of References: 8
Entry Date: 2006
Access URL: https://www.projectinnovation.biz/jip.html
Accession Number: EJ732728
Database: ERIC
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Description
Abstract:One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture course fared significantly better than the online course students. These results are contradictory to prior investigations of online and classroom based courses.
ISSN:0094-1956