On-Line Instruction in Introductory Psychology: Process and Outcomes

Hannah, Mary Elizabeth, and J. Mohorovic

On-line instruction has become an increasingly popular learning option in higher education. This poster presents information on the process involved in a hybrid introductory psychology course as well as the students‟ achievement and reactions to the course.

Students were enrolled in a fifteen week introductory psychology course which met twice a week in the traditional classroom setting and once a week on- line. On-line classes were developed that met the following criteria (1). They involved hands-on learning in which the students would be required to engage in some activity. (2). The activities were on the internet or on the disk that accompanied the text. (3). At the conclusion of the activity, students were required to answer questions about the activity and submit those to the instructor.

Each on-line class was posted on Monday and the answers were due by the time class would have ended on Friday. While the students were given feedback about their answers, they were also able to read the correct answers, which were posted on-line.

Assessment included four multiple choice tests. Questions on the exam were categorized as being covered on-line or in class. The percentage of questions correct in the traditional and on-line formats were compared. Results indicated that while there was no difference in the scores on the first test, students score significantly higher on the second, third and fourth tests on the online questions. Further, the majority of students believed the on-line classes were helpful in learning, easy to complete, enjoyable and should be continued in subsequent years. Thus, it appears that students learn in an online format and further they have positive reactions to their on-line learning. Implications for future research will be explored.