Internet-Based Instruction: A National Survey Of Psychology Faculty – Statistical Data Included
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Running head: INTERNET-BASED INSTRUCTION
Internet-based instruction: a national survey of psychology faculty – Statistical Data Included
Stephen J. Vodanovich
Presented to: Dr. Hull
Presented by: Thomas A. Whitfield
Date: June 19, 2006
PH-513
Vodanovich, S. J. (2001). Internet-based instruction: a national survey of psychology faculty-
Statistical Data Included. Journal of Instructional Psychology. Retrieved June 18, 2006, from
Summary
Computer Based Instruction (CBI) is a method of teaching that is becoming more and more familiar with educators. This article focuses on the implications of Internet-based instruction. The purpose of the study administered was to determine the attitude, usage patterns, and perceived drawbacks of psychology faculty regarding Web-based instruction (Vodanovich, S. J., 2001). Faculty members who taught at the Collegiate level were asked to complete a questionnaire, which was rated on a 5 point scale; “1” indicating a negative of low response (e.g., none/very ineffective) and a “5” depicting a positive score (e.g., extensively/very effective.)
(Vodanovich, S. J., 2001).
The questionnaire addressed the topics of personal attitudes toward Internet use, didactic implications of specific on-line function, and the pros/cons of internet use for instructional purposes (Vodanovich, S. J., 2001). The test showed that faculty members used Internet-based instruction on a regular basis. The faculty felt that Internet instruction was positive, and that it was an effective learning mechanism. The author finds it important to note that the specific uses of this technology are relatively basic (e.g., e-mail, dissemination of course syllabi, literature searches) (Vodanovich, S. J., 2001).
Implications