The Role of Delivery Methods on the Perceived Learning Performance and Satisfaction of IT Students in Software Programming Courses

More and more information technology (IT) programs are offering distance learning courses to their students. However, to date, there are a very limited number of published articles in the IT education literature that compare how different methods of delivering distance course relate to undergraduate...

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Bibliographic Details
Published in:Journal of information systems education 2014-03, Vol.25 (1), p.23
Main Authors: He, Wu, Yen, Cherng-Jyh
Format: Article
Language:English
Subjects:
Academic Achievement
Anniversaries
Barriers
Blended learning
Case Studies
College campuses
College students
Comparative Analysis
Computer programming
Computer Science Education
Computer Software
Conventional Instruction
Delivery Systems
Distance Education
Distance learning
Educational Environment
Educational Facilities Improvement
Educational objectives
Educational technology
Electronic Learning
Higher education
Information Technology
Instructional Effectiveness
Intermode Differences
Literature reviews
Management information systems
Methods
Online instruction
Participant Satisfaction
Perceptions
Performance Based Assessment
Performance evaluation
Predictor Variables
Prior Learning
Programming
Qualitative Research
Rating of
Role Perception
Skill Development
Software
Software engineering
Streaming media
Student Attitudes
Student Surveys
Students
Study and teaching
Teaching Methods
Undergraduate Students
Virginia
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Summary:More and more information technology (IT) programs are offering distance learning courses to their students. However, to date, there are a very limited number of published articles in the IT education literature that compare how different methods of delivering distance course relate to undergraduate students' learning outcomes in IT software programming courses taught by the same instructor. Thus, we conducted a case study to assess the predictive relationships between distance course delivery method (face-to-face, satellite broadcasting, and live video-streaming) and students' perceived learning performance and satisfaction in IT software programming courses taught by the same instructor. The results suggested that the choice of delivery method was related to students' satisfaction and programming skill enhancement. However, we did not find a relationship between the delivery method and the students' perceived learning performance. Specifically, the participants in the face-to-face delivery method group were more likely to feel satisfied with the delivery method than the students using the other two delivery methods (i.e., satellite broadcasting and live video streaming).
ISSN:1055-3096
2574-3872