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Maximizing learning from rehearsal activity in web-based distance learning.

Article Excerpt
Faculty teaching distance courses continuously seek ways to maximize learning for students. Two practice with feedback strategies were examined in this study for their impact on students' achievement and attitudes in an upper-division university level web-based course. One format contained higher structure and dialogue creating lower transactional distance for rehearsals and the other was lower structure and dialogue creating higher transactional distance for learners. Forty-five upper division students enrolled in a web-based distance course were blocked by major and randomly assigned to one of two rehearsal treatments: (1) practice tests with correct answers displayed below the tests for comparison or (2) interactive practice tests with computer-generated feedback for correct answers and percentage correct test scores. Results indicate that the students taking interactive quizzes in the lower transactional distance format (computer-generated item feedback and test scores) performed significantly better on the final examination (p = .01) and rated the practice and feedback activities as more relevant (p = .03) than students who were free to view the questions and answers on their own.

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Web-based distance courses are increasing on university campuses throughout the world, and faculty members strive to ensure that quality teaching and learning is maintained for remote students. Numerous studies have demonstrated that different instructional delivery formats are not predictive of learning effectiveness; rather, the key to ensuring the quality of distance learning lies in the application of proven, theory-based instructional strategies for course delivery (Clark, 1983; Dick, Carey & Carey, 2005).

Cognitive psychologists conclude that one essential element of an effective instructional strategy is the practice with feedback component (Gagne, 1985). Principles of effective practice include that it be: (1) located in reasonable proximity to instruction, (2) of appropriate scope and breadth for memory, (3) congruent with the skills included on posttests, and (4) non-threatening to learners. Additionally, effective feedback should provide evidence of the correctness of responses, contain explanations when correct answers are not obvious (Gagne, 1985; Dick, Carey & Carey, 2005), and it should be prompt (Dihoff, Brosvic, Epstein, & Cook, 2004).

Practice and feedback traditionally were in-class exercises or homework assignments that were scheduled and supervised by the instructor. In web-based courses, however, it is possible for students to manage their own instruction and pace, and to decide for themselves whether and how they will use the practice and feedback materials provided within the instructional site. Moore's theory of transactional distance (1996) provides some insight into varying levels of structure and dialog that impact transactional distance making it more or less appropriate based on learners' maturity.

Designing practice and feedback materials beyond the basic...