Writer: Boston ; London : Ginn
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In area 2, there were fewer students than expected who did not benefit from the WebCT-based instruction. In area 4, the number of students who strongly benefited from the WebCT instruction is significantly lower than expected. Except for these two cases, the improvement is similar for all seven areas. Both the frequency counts and the statistical analysis imply that content delivery by WebCT resulted in better learning outcomes than traditional classroom delivery. Students were posi- Copyright © 2007, Idea Group Inc.
These factors indicate that Web-based instruction is not merely an extension of the traditional classroom. It requires a different approach to the educational process and can deliver a different level of educational results. The use of Web-based teaching technology, such as that offered by WebCT Vista, is not merely a technological extension of using computers in the classroom. It is an entirely new type of pedagogy that has demonstrated positive benefits for those involved in the class. As future developments continue to refine the methodology of Web-based instruction, it should become more widely accepted by both instructors and students.
This concept is congruent with the basic principle of discipline, which dominates the military environment. More specifically, the educational model is summarized in the following points: • An adapted curriculum was formed using a combination of synchronous and asynchronous distance learning. The asynchronous part comprised of six courses, and each one of them was divided in several teaching units. The synchronous part included 15 lectures and presentations; some of them were reviews of the course material, thus these lectures were closely linked with the asynchronous course, while others dealt with subjects in the scientific area of the operational business management curriculum.
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