期刊名称：Informing Science: The International Journal of an Emerging Transdiscipline
印刷版ISSN：1547-9684
电子版ISSN：1521-4672
出版年度：2008
卷号：11
页码：35-58
出版社：Informing Science Institute
摘要：We investigate the effect of paradigm development and course level on the outcomes of web
based technology-mediated learning environments in order to ascertain if these external factors
can help explain student outcomes. Using an institutional database of student outcomes, we were
able to examine data from over 13,000 students in 167 undergraduate courses from the years 1997
¨C 2003. Using this data we examined the question which types of courses are best suited for delivery
using web-based technologies. The findings indicate that technology-mediated learning can
be used more effectively for some courses than others. Our results suggest that student grades are
significantly higher and withdrawal rates lower for courses with high paradigm development
(e.g., Biology, Computer Science) than for courses with low paradigm development (e.g., Sociology,
English). Even stronger relationships emerge when including the hypothesized moderating
effect of course level (introductory or advanced). When taking course level into account, student
satisfaction is better in advanced high paradigm classes than in advanced low paradigm classes.
The opposite holds when comparing satisfaction in introductory low paradigm classes with introductory
high paradigm classes. Withdrawal rates are lower in advanced high paradigm classes
than introductory high paradigm classes, while the opposite holds for low paradigm classes, with
introductory low paradigm classes having lower withdrawal rates than advanced low paradigm
classes.
关键词：Technology-mediated learning environments, paradigm development
