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Journal of International Technology and Information Management

Document Type

Article

Abstract

As a response to troubling doubts about the success of Web-delivered courses that include problem solving and critical thinking skills, the authors gathered data from two online sections of the CIS Application Programming with Visual Basic course at Metropolitan State College of Denver over two semesters and compared it with the data from classroom sections. T-tests showed a significant difference in the means of student projects and tests that required application of theory learned. All sections of the course used the same syllabus and assignments and were taught by the same instructor. Internet students scored significantly lower in theory portions of exams and in projects. The authors conclude that more study is needed, but design and delivery of problem solving courses via the Web needs careful attention.