A public Web site (Goolkasian & Van Wallendael, 2001), established to provide educational materials in cognitive science, served as the primary text for an interdisciplinary course. We tracked student use of the Web site online and with self-report questionnaires. A majority (74%) of the students rated the Web site to be as useful or more useful than a traditional textbook. Although time spent online with the Web materials predicted scores for 2 of the 4 exams, class attendance was the strongest predictor of exam performance.
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