Achievement and Attrition Rate Differences Between Traditional and Internet-Based Beginning Spanish Courses  

Oleh:

Despain, J. Scott

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 36 no. 2 (2003), page 243-157.
Fulltext: 36_02_Despain.pdf (1.32MB)

Isi artikel

This paper describes a 2-112-year study on of achievement and attrition rate differences between a beginning, university-level Spanish course delivered in the classroom and the same course taught over the Internet. The course was taughtface-to-face in a classroom setting to traditionally matriculated students. Each class session was also streamed as a live Webcast via the Internet (and was archivedfor later delivery) to a section of traditionally matriculated students. In later semesters, sections of Distance Education (nontraditionally matriculated) students were included in the study. Results suggest that (1) current Internet technology can effectively deliver a beginning Spanish language course and, for the motivated student, provide an experience nearly identical to that of the classroom setting; (2) attrition rates were significantly different between the traditional group (low attrition) and the two Internet groups (higher attrition); and (3) achievement scores on hourly tests and final exams, and overall achievement, were not significantly different when comparing students who completed the course. Howevel; when all students who had initially enrolled were included in the analyses, the two Internet groups scored signifcantly lower than the traditional delivery group

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