We were “forced” to extend the experiment to a second course!
75% anticipated using the system often or very often 5% 63% total 2 nd exam (23 stud.) 1 st exam (45 stud.) students who… 4% 6% … followed the course completely off-line 87% 51% … used the system to review at least one lecture
Goal: extract some info from a 2 hour lecture in half of the time…
Assess whether the tool could reduce the learning time and help students in their learning task: we do not aim at claiming or proving that a course delivery mode is better than the other.
Comparing delivery modes (e.g. distance learning with traditional classroom-based instruction) (Sener 2005) for the purpose of establishing the superiority of one delivery mode over another is specious, irrelevant and counterproductive because there is not an uniformity of practice.