A comparison of student success in University of Wisconsin-Stout's computer-based and classroom-based instruction

Abstract

Technological advancements have brought many possibilities to today’s learning environment. It is up to educators to embrace the technologies that have the potential to improve the learning experience for our students. Computer-based delivery of curriculum is one technological advancement that seems to offer many possible advantages for learners. It is this researcher’s opinion that if we as educators are going to adapt our traditional classroom practices of a face-to-face, lecture-based learning experienced and embrace the possibilities that computer-based, self-paced education brings to learners, we must first understand the potential effect this technology will have on the learner. This study will conduct a correlational study to determine the level of educational success learners demonstrate in courses that are offered in both a traditional classroom-based learning experience and a computer-based, self-paced educational model. The purpose of this study is to compare the grade point average of students who have enrolled in select courses offered by the University of Wisconsin – Stout in both traditional classroom/lecture-based format as well as computer-based self-paced format during the fall semester of 1999 through the fall semester of 2002. Data will be collected from the student records database maintained by the University of Wisconsin – Stout’s Registrar’s office during the spring semester of 2003.