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The midterm, quizzes, and final exam were administered and proctored in the traditional way. When I compared test scores and final grades with those of previous semesters, I found what you might expect. The better students did better and the weaker students did more poorly. The overall average and median increased only slightly (2%), and is probably not statistically significant. (The scores are usually fairly consistent from year to year and there isn't much variation from Fall to Spring.) (Chart)

We had several class discussions about distance education and I asked for student feedback at the end of the class. While the students really appreciated having different ways to study the course material, most admitted that it didn't really make much difference in their study habits. Some expressed concern about moving to a purely "distance education" model. They felt that without the structure provided by regular classes, they would be unable to pace themselves and would be less likely to succeed. Practice tests seemed to fill the gap somewhat, by engaging the student's interest and providing self-assessment prior to tests. However, for the weaker students, having a choice as to how to get the material turned into a license to procrastinate until it was either too late or they realized they did not know how to use the technology to obtain the materials they needed.

Is Technology the Answer? And What About "Distance Education?"

Side Effects