Date of Award
Master of Science
Agricultural and Biosystems Engineering
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).
Linda Christine Weldon
Weldon, Linda Christine, "Measuring difference in knowledge achievement and satisfaction between viewing interactive and linear online learning modules" (2014). Graduate Theses and Dissertations. 13699.