Student Assessment of Affective Variables in an Internet-based “Introduction to Quantitative Research Methods” Course

Yaacov J Katz, [],
Yaacov B Yablon, [],
School of Education, Bar-Ilan University, Isreal


Two groups of first year university students who studied in a compulsory “Introduction to Quantitative Research Methods” course were exposed to two different modes of instruction. The first group of students was exposed to internet-based learning and the second group received traditional classroom based instruction. The content studied by internet-based learning as well as classroom-based learning was identical and the students received the learning material weekly during one academic year. Results of the study indicate that there were no significant differences between students exposed to the two learning strategies regarding academic achievement. However, there were significant differences between the two groups on the other research variables. Students who received internet-based instruction were significantly more positive on the three affective variables, namely learner motivation, learner autonomy and learner control of the learning process than students who received traditional class-based instruction. Results of the study indicate the great potential evident in sophisticated internet-based learning technology from the motivation, autonomy and control of learning points of view.

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e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, MOOCs, information and communication technology, collaborative learning, internet, learning management system, LMS, interaction,

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