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Online Learning News and Research
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Monday, May 30, 2005
The Role of Internet Technology in a Large Lecture Course - Diane Harley, Jonathan Henke, and Michael W. Maher, Innovate Online
California colleges and universities anticipate an influx of new students over the next two decades (CPEC 2000). Consequently, many institutions are exploring educational technology options for serving more students, more cost effectively. Massy and Zemsky (1995) and Twigg (2003) have argued that the strategic use of online resources in large lecture classes can result in cost savings and redistribution of teaching staff time. Determining the effectiveness of technology enhancements in higher education settings, however, is not a simple undertaking (Phipps and Merisotis 1999; Fisher and Nygren 2000). At the University of California (UC), Berkeley, we undertook a quasi-experimental two-year study, funded by the Andrew W. Mellon Foundation, that analyzed the economic and pedagogical questions related to the use of online lecture and laboratory material in a large introductory chemistry course.
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