Replacing lecture with web-based course materials

Richard Scheines, Gaea Leinhardt, Joel Smith, Kwangsu Cho

Research output: Contribution to journalArticle

27 Citations (Scopus)

Abstract

In a series of 5 experiments in 2000 and 2001, several hundred students at two different universities with three different professors and six different teaching assistants took a semester long course on causal and statistical reasoning in either traditional lecture/recitation or online/recitation format. In this article we compare the pre-post test gains of these students, we identify features of the online experience that were helpful and features that were not, and we identify student learning strategies that were effective and those that were not. Students who entirely replaced going to lecture with doing online modules did as well and usually better than those who went to lecture. Simple strategies like incorporating frequent interactive comprehension checks into the online material (something that is difficult to do in lecture) proved effective, but online students attended face-to-face recitations less often than lecture students and suffered because of it. Supporting the idea that small, interactive recitations are more effective than large, passive lectures, recitation attendance was three times as important as lecture attendance for predicting pre-test to post-test gains. For the online student, embracing the online environment as opposed to trying to convert it into a traditional print-based one was an important strategy, but simple diligence in attempting "voluntary" exercises was by far the most important factor in student success.

Original languageEnglish
Pages (from-to)1-26
Number of pages26
JournalJournal of Educational Computing Research
Volume32
Issue number1
DOIs
Publication statusPublished - 2005 Sep 9

Fingerprint

Students
student
learning strategy
assistant
semester
Teaching
comprehension
university teacher
university
experiment
experience
Experiments

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

Scheines, Richard ; Leinhardt, Gaea ; Smith, Joel ; Cho, Kwangsu. / Replacing lecture with web-based course materials. In: Journal of Educational Computing Research. 2005 ; Vol. 32, No. 1. pp. 1-26.
@article{7e6a396855d7488aa4f3ff0fbd5eb453,
title = "Replacing lecture with web-based course materials",
abstract = "In a series of 5 experiments in 2000 and 2001, several hundred students at two different universities with three different professors and six different teaching assistants took a semester long course on causal and statistical reasoning in either traditional lecture/recitation or online/recitation format. In this article we compare the pre-post test gains of these students, we identify features of the online experience that were helpful and features that were not, and we identify student learning strategies that were effective and those that were not. Students who entirely replaced going to lecture with doing online modules did as well and usually better than those who went to lecture. Simple strategies like incorporating frequent interactive comprehension checks into the online material (something that is difficult to do in lecture) proved effective, but online students attended face-to-face recitations less often than lecture students and suffered because of it. Supporting the idea that small, interactive recitations are more effective than large, passive lectures, recitation attendance was three times as important as lecture attendance for predicting pre-test to post-test gains. For the online student, embracing the online environment as opposed to trying to convert it into a traditional print-based one was an important strategy, but simple diligence in attempting {"}voluntary{"} exercises was by far the most important factor in student success.",
author = "Richard Scheines and Gaea Leinhardt and Joel Smith and Kwangsu Cho",
year = "2005",
month = "9",
day = "9",
doi = "10.2190/F59B-382T-E785-E4J4",
language = "English",
volume = "32",
pages = "1--26",
journal = "Journal of Educational Computing Research",
issn = "0735-6331",
publisher = "Baywood Publishing Co. Inc.",
number = "1",

}

Replacing lecture with web-based course materials. / Scheines, Richard; Leinhardt, Gaea; Smith, Joel; Cho, Kwangsu.

In: Journal of Educational Computing Research, Vol. 32, No. 1, 09.09.2005, p. 1-26.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Replacing lecture with web-based course materials

AU - Scheines, Richard

AU - Leinhardt, Gaea

AU - Smith, Joel

AU - Cho, Kwangsu

PY - 2005/9/9

Y1 - 2005/9/9

N2 - In a series of 5 experiments in 2000 and 2001, several hundred students at two different universities with three different professors and six different teaching assistants took a semester long course on causal and statistical reasoning in either traditional lecture/recitation or online/recitation format. In this article we compare the pre-post test gains of these students, we identify features of the online experience that were helpful and features that were not, and we identify student learning strategies that were effective and those that were not. Students who entirely replaced going to lecture with doing online modules did as well and usually better than those who went to lecture. Simple strategies like incorporating frequent interactive comprehension checks into the online material (something that is difficult to do in lecture) proved effective, but online students attended face-to-face recitations less often than lecture students and suffered because of it. Supporting the idea that small, interactive recitations are more effective than large, passive lectures, recitation attendance was three times as important as lecture attendance for predicting pre-test to post-test gains. For the online student, embracing the online environment as opposed to trying to convert it into a traditional print-based one was an important strategy, but simple diligence in attempting "voluntary" exercises was by far the most important factor in student success.

AB - In a series of 5 experiments in 2000 and 2001, several hundred students at two different universities with three different professors and six different teaching assistants took a semester long course on causal and statistical reasoning in either traditional lecture/recitation or online/recitation format. In this article we compare the pre-post test gains of these students, we identify features of the online experience that were helpful and features that were not, and we identify student learning strategies that were effective and those that were not. Students who entirely replaced going to lecture with doing online modules did as well and usually better than those who went to lecture. Simple strategies like incorporating frequent interactive comprehension checks into the online material (something that is difficult to do in lecture) proved effective, but online students attended face-to-face recitations less often than lecture students and suffered because of it. Supporting the idea that small, interactive recitations are more effective than large, passive lectures, recitation attendance was three times as important as lecture attendance for predicting pre-test to post-test gains. For the online student, embracing the online environment as opposed to trying to convert it into a traditional print-based one was an important strategy, but simple diligence in attempting "voluntary" exercises was by far the most important factor in student success.

UR - http://www.scopus.com/inward/record.url?scp=24144482670&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=24144482670&partnerID=8YFLogxK

U2 - 10.2190/F59B-382T-E785-E4J4

DO - 10.2190/F59B-382T-E785-E4J4

M3 - Article

AN - SCOPUS:24144482670

VL - 32

SP - 1

EP - 26

JO - Journal of Educational Computing Research

JF - Journal of Educational Computing Research

SN - 0735-6331

IS - 1

ER -