Online instruction is becoming increasingly common at universities; however, there is little single subject research concerning the effectiveness of the online lecture format. We investigated whether online lecture could replace in-class lecture in two sections of an undergraduate Introduction to Behavior Analysis course without detrimentally affecting student learning. Using an adapted alternating treatments design, online and in-class lecture formats were counterbalanced across the two course sections. Experimenters collected data on lecture attendance/access, percent correct on the weekly quiz, and student report on lecture format preference. The data show that, within the context of this class, students performed equally in the weekly quiz regardless of lecture format; further, that this is consistent when looking at individual student data and mean data. However, although students stated a preference for online lecture in the questionnaire, a greater percentage of students attended in-class lecture than accessed online lecture.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc271907 |
| Date | 05 1900 |
| Creators | Treacher, Kay G. |
| Contributors | Cihon, Traci, Ala'i-Rosales, Shahla, Vaidya, Manish |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Treacher, Kay G., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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