Degree Type

Thesis

Date of Award

2014

Degree Name

Master of Science

Department

Agricultural and Biosystems Engineering

First Advisor

Nir Keren

Second Advisor

Steven Freeman

Abstract

The use of online learning to teach academic courses in higher education is increasing

(Allen & Seaman, 2011; Baehr, 2012; Pastore & Carr-Chellman, 2009). The use of online

learning modules can be used to replace face-to-face classroom lecture. Research in the field

of e-learning and adult learners supports the use of interactive e-learning to aid in

engagement of learner and with knowledge retention (Bozarth, 2008; Clark, 2008, 2010;

Clark & Lyons, 2011; Clark & Mayer, 2008; Duarte, 2008). However, the production of

online learning modules that meet the criteria of e-learning is time consuming and expensive

(Chapman, 2010). This study explored the effect of level of interaction with learning

modules on student performance and on student satisfaction by comparing the knowledge

achievement (measured by quiz and exam scores) and satisfaction (measured by student

responses to satisfaction survey) of 34 students enrolled in an online academic course after

viewing a series of two styles of learning modules (linear or interactive). Six chapters of

material were presented throughout the duration of the data collection period.

The results of this study indicate viewing interactive learning modules did not

increase knowledge achievement. The effect of interaction on satisfaction could not be

determined due to insufficient data. Recommendation for future research include addressing

study limitations (sample size, validation of satisfaction survey, equivalence of assessment

materials, and duplication of textbook content in delivered through the learning modules).

DOI

https://doi.org/10.31274/etd-180810-1416

Copyright Owner

Linda Christine Weldon

Language

en

File Format

application/pdf

File Size

190 pages

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