Prediction of Learning and Satisfaction in Web-Based and Lecture Courses

Abstract

We investigated variables that affect learning and satisfaction in Web-based and lecture versions of introductory psychology courses. Student characteristics, including year in college, college major, and personality characteristics, predicted performance equally well in Web-based and lecture courses. Differences among instructors predicted performance more strongly in lecture courses than in Web-based courses. Enjoyment of class discussion was negatively related to performance in Web-based courses. Several variables increased course satisfaction in both course formats, including lower workload, better scores on examinations, preference for working independently, and knowing what to expect on tests. Instructor and enjoyment of class discussion influenced satisfaction with lecture courses but not Web-based courses. None of the variables that we studied influenced satisfaction in Web-based but not lecture courses. These results suggest that commonly-used readiness questionnaires may not be useful in selecting students who will do well in and be satisfied with technology-mediated courses.