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Comparison of Student Outcomes for a Classroom-based vs. an Internet-based Construction Safety Course By

By H. F. Thomas, R. J. Simmons, G. Jin, A. A. Almeda, A. A. Mannos and Department Of Health Sciences


Web-based courses and the use of on-line technology are expanding rapidly across a wide variety of academic disciplines and settings. Previous studies have compared student outcomes in classroom-based courses with their Internet-based counterparts. The individual studies have shown either significant or non-significant differences in student academic performance between the two delivery modes. The overall objective of the present study is to compare examination performance across examination items that represent the first three levels of Bloom’s taxonomy. Specifically, the study was designed to determine if there are differences in performance with knowledge-based, comprehension-based, and application-based examination items in the traditional classroom version and the Internet version of a Construction Safety course. Student outcomes from the Internet version of the course are comparable to classroom version outcomes, except for the performance on application-based examination items. Students in the Internet version of the course scored statistically higher in the application scores (p = 0.036). Multiple regression analysis was used to eliminate possible confounders of the study results, including: student personality type (as revealed by the Myers-Briggs Personality Type Indicator ®), prior academic background, including high school grade-point average, and standardize

Year: 2011
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