Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting

This paper reports findings of a study that examined student performance and attitudes towards the use of information technology in virtual and conventional settings. Students were preservice undergraduate and graduate students enrolled in an educational media and technology course. All were fulltime, on-campus students, but one group completed the course entirely online. A Web-based survey was administered. The two groups completed pre and posttests on student performance, and a Likert-type attitude assessment. Analysis of covariance (ANCOVA) was conducted to determine if there were significant differences in attitude and performances. The findings revealed that there were no significant performance and attitude differences between the two groups. Within the last decade, there was widespread application of the Internet as an instructional tool and medium of communication because of its potential to facilitate and improve learning (Wang & Bagaka’s 2002). The Internet is used to supplement traditional classroom practices while it has become an important instructional medium in long distance learning. However, research findings are mixed about the effectiveness of the Web in learning. For example, some studies (Redding & Rotzien, 2001) reveal that the Web improves learning and that critics (Gifford, 1998; Kincannon, 2002) downplay its effectiveness. In a comparison of two groups of students who completed a course online and in class, Redding and Rotzien found that online instruction was more effective than classroom instruction as course examinations revealed the online group performed better than their classroom counterparts. However, in an investigation of time spent to complete a course, Gifford found online learning requires more time than traditional classroom learning. In a study on faculty transition from classroom to Web-based instruction, Kincannon reported faculty were less satisfied with their teaching in the Web-based environment. In a comparison of Web-based and classroom learning in higher education institutions, Hofman (2002) found that Web-based learning courses enable students to more effectively understand course content. Hofman attributes the significance of Webbased learning to better collaborative learning environment provided by the Web, increased learning resources, and convenience. In the following section, we will provide the unique features of the Internet and online learning in the educational context.