Multimedia comprehension skill predicts differential outcomes of web-based and lecture courses.

Full Abstract

College students (134 women and 55 men) participated in introductory psychology courses that were offered largely online (on the World Wide Web) or in a lecture format. Student comprehension skills were inferred from their scores on a multimedia comprehension battery. The learning of content knowledge was affected interactively by comprehension skill level and course format. Differences between format increased with comprehension skill such that the Web-based course advantage became greater as comprehension skill increased. This same pattern was not seen when self-reports of comprehension ability were used as the predictor. Furthermore, comprehension skill did not predict course satisfaction. Generally, students of all skill levels preferred the lecture courses.

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Author information

Author/s: Maki, William S (WS); Maki, Ruth H (RH);

Affiliation: Department of Psychology, Texas Tech University, Lubbock 79409-2051, USA. bill.maki(-atsign-)ttu.edu

Journal and publication information

Publication Type: Comparative Study; Journal Article; Research Support, U.S. Gov't, Non-P.H.S.

Journal: Journal of experimental psychology. Applied (J Exp Psychol Appl), published in United States. (Language: eng)

Reference: 2002-Jun; vol 8 (issue 2) : pp 85-98

Dates: Created 2002/06/21; Completed 2002/08/19; Revised 2006/11/15;

PMID: 12075693, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Humans
Internet
Male
Mental Recall
Multimedia
Personal Satisfaction
Psychology - education
Students - psychology

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