This learning difference is evident in both exam performance and in the gains from pretest to posttest. The learning effect is consistent and is independent of semester and instructor. However, the effect is not large, averaging about two items on a 40-item exam. We nominate two possible reasons for the lower ratings of the web-based course. Amount of contact with course components depends on the value assigned to them.
All measures converge on the same conclusion.
Critical Reflections and Challenges for the Future. However, the mean difference is small relative to the large individual differences. I have the suspicion that we are pushing against a limit to what can be achieved in a traditional survey course. A byproduct of this approach is the rethinking of the roles of faculty in technology-based courses. We like to think that the software we build is inherently attractive and obviously valuable.