摘要：The studies described in this paper sought to investigate several forms of online learning and assessment methods in terms their efficacy in facilitating student learning. The studies also sought to investigate how participants rated each method. Attitudes toward computer‑assisted learning were not related to performance on each of the online methods employed, whereas some relationships were noted between cognitive styles and online learning and assessment. Finally, evaluation feedback from participants indicated that each online task was rated positively. Implications of the findings for further implementation of online instructional methods are discussed.
