AN EVALUATION OF A DISTANCE EDUCATION COURSE DESIGN FOR GENERAL SOILS

Abstract

The purpose of this study was to evaluate a distance education course design with respect to both educational effectiveness and learner satisfaction. The findings support the large body of literature indicating that distance delivery, regardless of media or technology used is not by itself a contributing variable in student achievement (Russell, 1998). The course design developed for the delivery of this course over distance accomplished the primary objective of creating a location-neutral learning experience for the students. Students performed equally well regardless of location or method. Learners completing the course were satisfied with their experience overall. There was no significant difference in learner satisfaction found between the students collocated with the instructor and the distance learners. The literature supports a conclusion that student-student and student-instructor interaction is positively correlated with learner satisfaction (Fulford & Zhang, 1993; Garrison, 1990; Ritchie & Newby, 1989). This study clouds rather than clarifies that conclusion.