This was an interesting article that evaluated the impacts of web-based learning (WBL) versus traditional lecture in preparing students to learn a new application used extensively in the classroom. The application of course is Geographic Information System (GIS) and the authors built self paced interactive learning modules (ILM) which replaced common lectures to prepare students for upcoming computer laboratory activities. The results showed an increase in grade-point averages for all computer lab work, but little change in overall course grades at the end of the semester.
The authors found that GIS education is well suited for WBL due to the fact that the computer itself is central to the effective use of GIS and in demonstrating concepts effectively. Even though the material that was traditionally taught on GIS theory was transferred over to web-based learning modules, the original timeslot for the class itself was preserved and used to focus on student problem areas and lab-related issues. The WBL gave the students time to view the lectures at their pace and as often as required and then the additional classroom period provided them an opportunity to re-enforce what was presented online.
An interesting quote from the article stated “Despite the mercurial rise in the use of computers and WBL, little research has focused on the ways these innovations enhance GIS learning compared with traditional approaches used previously to teach comparable material.” We recently discussed this issue in our 603 class reflecting that the use of technology in the classroom is often seen as having no research to back it up. Most research to date is centered on the cost or time saving ability that technology brings to the instructor and classroom, or its role in providing benefits in distance learning scenarios. Results are often centered on student and instructor attitudes towards WBL rather than to the actual learning increase or decrease, and to the problems of inter-student / instructor communications or the lack thereof.
In this particular exercise, the University of Arizona Geography 416 class on GIS Theory had been taught for over 10 years with little change to course instructional content or exercises besides small modifications to reflect student feedback, software and hardware changes. There was a lot of data available to use as research material in order to compare and contrast any changes realized with the introduction of WBL. With the availability of grant monies, the school created GISWeb which became an evolving data source and repository for GIS information accessible through the internet. The original Geography 416 instructional material consisting of overhead slides, power-point and lecture notes was organized and converted into interactive learning modules (ILM) using HTML. Using internet technology to its fullest, the school then added additional explanations based on past student classroom questions/answer periods as well as web links, additional graphics and finally examples of real world GIS applications. All this additional information was available to each of the students online and allowed them to target GIS instruction or applications that were of interest. As mentioned, classroom time was still maintained; however it was now more focused and directed towards how the online information was connected to what was expected both in the classroom and in the computer lab.
Although there was no statistically significant change in overall student performance using WBL over the traditional lecture method, there was a modest change in grades for the lab work completed in the GIS course. And, of course lab work in GIS is a large portion of what is expected in GIS based instruction. Interactive learning modules allowed the instructor to conserve lecture timeslots in the classroom for ensuring that critical concepts were realized, lab work was understood by all students and for coverage of GIS applications. Students surveyed responded positively to the ILM method of instruction specifically the self-paced nature of the information presented and the ability to go over repeatedly items that may have been otherwise difficult to grasp in a classroom lecture setting.
Cited Work:
Clark, Andrew M., Monk, Janice and Yool, Stephen R. (2007) “GIS Pedagogy, Web-based Learning and Student Achievement”, Journal of Geography in Higher Education, 31: 2, 225-239.
I really liked the approach taken in this article – the shifting to the web enhanced materials that students could use (and reuse) for their own learning, as and how they wanted to, but the retaining of the class meeting for more intensive work and troubleshooting. That way the classroom is used for activities that can only take place with students and faculty member(s) together in the same space.